DEPARTMENT OF THE,INTERIOR

BUREAU OF EDUCATION

BULLETIN, 1922, No. 15

A KINDERGARTEN-FIRST-GRADE

CURRICULUM

131 A SUBCOMMITTEE OF THE

BUREAU OF EDUCATION COMMI'I'TEI

OF THE

INTERNATIONAL KINDERGARTEN

UNION

WASHINGTON

GOVERNMENT PRINTING OFFICE

1922

4
. AM/ail/NAL COPIES

oh, THIA PUBLICATION MAY BE PID,C.URED YltoM

THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, I), C. Ar Pl.l'EVTA PER l'oPY

P
1

CONTENTS..

Page.

ForewordNina C'. l'att.Irtrall..( r v Chapter 1.fieneral statement- :Lurna :1. Painc 1 1 Chapter 11.Subjet material: Community life and nature studyLuella A. Palmer :1 l'inipter III.--Iteilingbniise t'. Spreht . 17 Chapter IV.Writing-7-1,ouisc I. Spey!, 1 28

Chaptl.r V.Language7nrence Cr. ox_ .. . 31 ) Chapter VI.-1.1teratur.cb--Efikreacc V. po. :II; Chapter VII.Itlustrial and tine artsMarion N. Ilanekcl awl Ella.

Victoria Doblim " 41 Chapter VIII.NutuberAlice; L. Harris 52

III

;p
FOREWORD:

The need for a first -grade curriculum based upon the work of the modern.

kindagarten has bett ireonently expressed, and the curiculum here presented

is an effort to meet that need. It follows the Kindergarjen Curriculum which

%vas published as a Bureau of Education bulletin in 1919 and is prgunized (my r

the same general principle null the same plan. It -is intended primarily for

Iwo groups of people first -grade teachers of childrJ win) have hat? a year of

kindergarten work, And kindergarteu-primary suiWviSors who wish to organize

the work of the kindergarten awl primary grades int the salt:. principle. This

curriculum should also. have value for kindergarten teachers by showing them

how their work (unctions as it preimration for that which is to follow. Those

who use this.curriculum should have the Kindergarten Curriculum at hand for

reference,. since the work suggested for the first grade is bused on that described

in the Kindergarten Curriculum. The etamnittee which prepared the present

curriculum took pains not to repeat what had' been given In the former one.

The Knolergarten-First-(rode Curriculum has been ptepare41 in the hope

that it will helii to strengthen the work of the school: at a point that needs

material strengtheningthe at the beginning. The fact- that such weakness exists is shown by the appalling number of failures in the first gradeone

in every four In the average country. are several

reasons- for this weakness, some of which are administrative and can not be

diSellt4Sed here. One of the chief reasons, however, is found. In the character

of the curriculum. This is too often the traditional curriculum, barren of

content, and dealing only with the tools of learning. Such u curriculum -for

tirst-grade children, however, Jgs far behind curret educational thought. A

modern curriculum for this grade lath a thought content based upon children's

interests and experiences, which motivatos their activities and calls for the

use of the school artslangkage, rending. number, and manual actIvitles--us

forms of express:on. Such a curriculum, in fact, implies the project type of

I The kind of education here indicated, has been accepted as the true type

Pear children of kindergartenage; and the'retwnition of the period from.4 to

s years as Psyehologically one"iniolved the 'indorsement of this type for the

early primary grades also. The changes now In progress in the direction °fa more, vital type of et:umtion in these grades serve as evidence of that

indorsemeid The changes needed to work out.the ideas involved in the term

" the kindergarten floury unit " Dave been made in soul cities and are in

process in many others. The beginnings are still far from what they should

he on the whole, however, because the changes from the formal academic type

Of the past to the more vital hype which present-day.'educationa4 theory calls

for htiNe not become sufficiently. general. To bring this change aliout Is the',

outstanding- problem in early elementary education. It has received and is

receiving tijoughtrui attentiqn.from several groups of people, Among these is

the National Council 'of Priniary Education. The advocates of the ,,p114ect

method constitute another group. The kindergarten and primary supervisors

feel a special responsibility for its solution, since the problem lies so largely in

v,
o

YT A KINDERGARTEN-FIRST-GRAM. URRTCITTATAL*

their Held, The KindergartenFir*:10e curriculum is offered as a contriltion to the movement for a more vital (type of mention for the early elementary grades.

)1/4 It is hoped that the pulication of these two (gardenia will stimulate

kindergarten and first-gralle' teachers to study and work together at their

common koldems. Sorb at study will help kindergarten telaher:to realize

'Mire fully how they can best prepare their children for the work that to

follow their own, and first -gnu 1.01101a.rs 10 see 11W, Ihey Call utilize the

children's kindergarten attainments most effectively. If this is done there

will be no hrefik between the work of the kindergarten and. that. 0111o:first

grade, as there has frequently been in the past. The break in question was

sometimes due to the Q111,41101 training of the Idndergarten or grade wallws. or both.- which gave each a knowledge of her own line only without an fie-

. giminttinc0 Willa that of the other. At present normal school courses for thus{ Who. Wish to tench in theearly elementary. gralles are nearly all kindergae primary relines in which all who take them are ifiven

work friiin the beginning in the kindergarten to or Ihrougil the first three

There are many teacher now ha service, however, who have been trained

unit idea will contribute to the improvement of the-beginning work.

's grades. This is- another way in which the' e' adoption of the kindergarten - primary

as kindergarten or-grade teachers only, and therefore 'lark the

.common vieurisdut lieedisi for the best work Many primary teachers have

found the Kindergarten tiarriculum"of serviee in giving them .a knowledge of

the kindergarten that their training did not give them, and it is hoped that the

Kindergarten-First-Grade Curriculum may he of corresponding Service.

The two curricula together constitute an effort made by' the kindergarten

teachers of the country to help the kindergarten to function more effectively

us a'paytlif- the school system and thereby to aid in strengthening the be- ginnings of edneation. This effort has been Made through a committee of,

the Ipternational Kindergairten Union, designated as the Bureau of Education committee, and two Subcommittees appointed by it._ One of these -subconamittees prepared the material for the Kindergarten Curriculum, and air

(Owl the material for the Kindergarten-First-Oriole Curiculmo, The eredi: for the lattfr must he given in large part, however, to the. effort of a groulr of experts in primary education who have cooperated with the kindergarten

nagniaers tar make, it passible. The members of this suiwommittee are as follows:

Luella A. Palmer, '..hairman, director of kindergarte s: New York, N. Y.

Julia Wade A(bot, specialist in kindergarten Aiwa on, Bureau of xt.AucaWashington, .D. C.

Bertha Barwis, ,supervisor of Kindergarten itl. Primary Grades, Trenton,

N. .T.

Corinne Brown, instructor in normal training department, Ethical Cultur,,

School, New York, N. Y.

./.11a Victoria Dobbs, assistant professoi of inthistrial a ;ts, University of Missouri, Columba, Mo.-

Florence C. Fox, specialist in educational systems, Bureau of Education,

Washington, D. C.

Mariam S. Tlanckel, supervitor of, kindergarten, an first griides, Richmond. Va.

AIWA.... Harris-, assistant superintendent of SC110019, Woreester, Mass,'

Gail Harrison, first grade teacher, Lincoln School, New York, N. Y.

11101118P F. Specht, assistant principal Public School 61, Manhattan, N. Y.
1:1W11'111). VTI

In working out. the ...14111t1 ellITie11111111 the 51114eollallitfre followed the sanio

-gviteritl plait Of pocedureThs that adotitt.il by the subcommittee on the Kindergarten' Curriculum, The smite and plan of the new eurriculunt,'atid the pint

that emit \vas to take, vcre agreed upon at the lirst :teller:a conference livid

the stilicommitfoo. It was also agrerl that the general plan of organization

ailopicti for !Ile 1:italergarten Curriculum be fi,iiiimed in the new curriculum.

Tito lan of snhluittits. this tontotive the other members alai

I,, Ilte filoodiers of Ili, Itureatt.of Education cumulate,. :is a faille for ciatiment

and ritfelsitt %%lir also followed. Two of the members have served in as

a,1%isory capacity only. The curriculum as it ShIlidS is a eohlposite roittlet

represent ill die thilfight an,l 4.11.4 al' of 21; leaders in kinifergarlenand primary.

cilu ation

This curriculum, Iike that bit the kindet igarlen. PNIll'esses eertalii principles

;IS to ;1111l., hods w 'dull I lie commit tee milhers hotievi. 10 lie

e,elittal to ait ihluillio11111 proedure.. These Ititve still 1)111 a Malted

application in I he work of the.grattles berittNI. Ii I he mauy external restrlctlotts.

The Suggestions made in this-curriculum are in the direellon of their further

application. !lids gives it an tfololitional value, mat the committee hopes that

Manse \vim use It will illake iiii+1Tort to carry out the I viticiples in question. Its

- use can he sugg vstive enIS'. and for this reason no mention has been duttle of

tittle schedules or proportionate 4111141t1111S Of time to he given to the ditTerent

subects.. The ciimmittee liotws that the kindergarten anti primary supervisors

\ ill firk 'out the ionoblolits sug.gt.ste41, au,l that they will \vial; out a corresliondMg curriculum for the grades beyond.

ft

NINA N' xnecifs/is! i,t Iiindergartun dsico.lifm,

l'Iwirman of Bureau of 1.'ilticatimt eunimittee.
.111. A KINDERGARTEN-FIRST-GRADE CURRICULUM.

Chapter, L

GENERAL STATEMENT.

By I.13.1..v A. Pvi.tiva.

The same general characteristics of childhood rims through- the whole period

kindergarten and first grade. There is a constant growth of experience,

brine ipally through first-,bandcontact. Curiosity is still keen in the activities

of the immediate surroundings. Thedesire and 'need fur phy;tical activity are

still strong. Control over materials Is still in an immature stage.

There is, however, a marked difference In the degree' of development along

these lines between an entering kindergarten child and aprst-grade child. The

child of II brings to his interpretation of erc.perience the added knowledge that

he has gained during the previous two years in Alie kindergarten. Ile has a

broader and more Intelligent interest in and understanding of the more etinca-.

'atonal phases ' his social mid natural environment. alit curiosity 111.4m U

higher level, relating more-to

their appearance and individt

for new experiences- that gi

skill. _Physical activity is

control gained gives the is)

persisteney. While the eh

'gained the ability to exp

adult. The kindergarten

veloputent which aids hit

his ideas about them:it

to.work

eommon purpose of his

About the sixth yea

writing, and mnfiber.

first grade, and where

to that grade. Howe%

is sometimes retarded

is awakening in this a

might introduce read

who desire it, or the

who have not quite t

within a few month

the*Intelligence test

character of. the pry

child-eau be.advun

Tests at intervals

-period, if children nth*:

1

oc:tal uses and purppses of things rather than to

at response. A kindergarten7traltted child is eager

him the opportunity for adding hnowledge and

etter coordinated and meutally Organized, and the

er to work with greater ethicntration,. accuracy, and

efforts Still give itriature results; he *will have

ens his ideal in forms approximating. those of the

rained child brings to. the first grade a ment4i1

I, in interpreting any new experiences and expressing

is aide' not wily to hold to his individual purpose and

imhpendenfly tONvard it, lit be wilt also accept the

roue and do his share tliward aecomplishing it.

there is a dawning 'Interest in *mholii for reading,

'his is usually accepted as the test, for entrance into the

vuditions make it possble the chid he advanced

er, when promotions are made but once a year, a child

y denying him the opport unity to read when his interest

Under such circumstanees a kindergarten teacher

ng into the kindergarten for the few fadvaneed children

grade teacher -might accept in4he first yea; the children

wakened to the desire to read, but who will probably do so

after promotion. As a general rule a- chilli who can putts

for the sixth year is eager -to attempt readiiig. If the.)

edure in the kindergarten -and "first grade Is much alike, a

vl when he shows:adaptability for the wore difficult work.

if three months and- regrading are very necessary at., this

are to develop the habit of using the full power oD their.

.111
Amenek,

2 A EINDIMGATITEN-FIRST-GRADE ,CITTACULITNI.

The interests that are just emerging at the first-grIle perioil are a desire to

learn about experiences different from thine actually encountered in everyday

life and a faint desire for drill.. Even at the end of the year these are only

tendencies anal ant traits developed to a markell degree.

The primary enrriculmn should ditTer Irmo the kindergarten earriohno beeanse of the changed experiences :liar interests of the children and the better organization of their aliVity. There should be fewer separate centers or

interest during the year attent'on should dwell longer iion one phase of

experience, and it should be treated more widely hi its different relations and

.-somwhat more in detail. Activities that have been in the fois of attention during the kindergarten period hail. now become matters of nowt. and

cant be used for larger purposes. A greater amount of technique can he Jnlro

ived to make expression thoreallelwate.

A slight change in school prorodure May also be introduced in the tir.t

grade. As a child's thought isThetter organized his activities can be more,.

consciously differentiatell awl definite terimis set aside for halalrk,

games. etc. These should not hi' treated as distinct and separate subjects,

but nierely as oilOrtlinities for showing different phases of the same experi- ence. The full meaning of each- mivity will be found only In its relation to

other activities.

The following first-grade curriculum is designed for children who have had

Ambling similar to that suggested in the Kindergarten Curriculum. It 'presupposes the broadening and intensifying or eveydaY interests through the

social participation in the kindergarten. It also presupposes acquaintance

with certain easily procured and conanonly used materials and the aciplisition

of a certain amount of skill in their use. It alias to show how to make use

of a vitalized subject matter so that a child's thinking and acting will improve and in such tt way that power will be de.- eloped for continued improvement and a desire aroused to attempt it. Children at this age are at the

stage when they are very susceptible to suggestion. Interests and elmviov

are rendilY mollified by the (ginhaml accompaniment of an activity. Interest

in selling and .school habits can be either aroused or deadened and a lasting

impression made which will either aid or retard a child's future school progress.

The general form of this currhultun is similar to that of the Kindergarten Curriulum; it is divided into gubtert mateiial and time different activities needed

'to control it and to make it a part of experience at this age. The form for the

different phases of activity also follows the same general outline as the Kindergarten Curriculum; they are discussed under aims, subject mattet, method.

and attainments.

, As this curriculum is intended for".children who have had kindergarten train-

* ing, in schools where such training runt provided the first year subjects

must be apprimelugl It a different way. The child who enters school for the

first time in the first grade is usuaally less organized in thought and ex- pression than the kindergarten-trabled child ; he has not deVeloped good mental

habits orcont rol over useful materials. Under these conditions the best trainOm can be given through use of the kindergarten method. It Is less intensive;

it permits of consideration of truire Incidental interests, elicit taken 'up for 'a,

shorter eriod and in a less detailed way.
Chapter II.

SUBJECT MATERIAL: COMMUNITY LIFE AND ,NATURE

STUDY.

!ty Inn.a.t.A A. PA 1..NIKIL

The subject material for both kindergarten and filst. de is drawn principally from .the immediate surroundings. The keenest interest is taken in the

activities which the child feels have an appreciable effect upon his comfort

and pleasure. The matn difftrenCe between the two grades is in the %aver in

which they are considered. In the kindergarten the subject matter was gained

through response to an immediate situation,- response to the day's happenings

in. school and neighborhood. While much suiklect matter is gained in the first

grade also by somewhat impulsive response to the vivid attraction of the

moment, interest has deepened in some phases of experience, attention is held

in 'these directions, more details are desired and better control over the subject.'

Subject matter begins to be acquired around certain clearly defined interesting

centers.

AIMS.

The general aims of the first-grade subject material are the, same as those

of the Kindergarten Curricultun: 'The specific aims will vary..

(1) "7'n encmiralle interest in the siwkiticant phases. of Ilse environaent."

A selection will he made of a few phases to suggest in detail the intemtive Consideration that can he given in the first grade.

(2). "7'o correct, extend, interpret, and oryavize experience." More reference

will he made to interpretations froM sources outside of the immediate surroundings, to the use of the contributions from excursions and experiences of others.

Suggestions will be given for the beginning of the use of hooks as guides.

(3) "To cultivate desirable attitudes and habits." More reasoning, independence, responsibility, and social participation will be required:

In order that these rummies may be accomplished, most successfully, the

activities carried on in the first grade must utilize and elaborate the expert-.

ences.obtained in the kindergarten. Wtth each class the primary teacher should

receive from the kindergarten teacher a list of the individual. habits developed,

skills acquired with samples of work, songs, and stories heard and learned,

games played,,and pictures enjoyed..

dUBJECT MATTER.

The selection of the subject voter will made on the same basis as in the

kindergarten curriculum, because (1) it appeals to the child and (2) also has

a value in social life. Fewer phases of experience will be .discussed, and -these'.

in a more intensive way. Incidental experiences will. have a place, but not as
4 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

often as,in the kindergarten. The new interest in reading makes this activity

subject matter in itself. It is enjoyed unrelated to any topic under consid- eration.

The room equipment I s'ded for gaining the subject matter through activities

us suggested will include the following: . 11'oric bench. carpenter's tools, as saw, hammer and nails, vise, plane, sandpapera screw driver and screws, ruler, wood of various lengths and thickness,

miter box, glu-e.

Tny closet, dolls, do house, balk-large and small blocks, dominoes, trains.

. wagodsi ropes. 4

Materials and tools such as cloth' of different kinds, needles, thread.' loins.

scissors, tatatiyartt, crochet needle, paper of different colors, cardboard, paste, crayons, paints and brushes, clay boxer, spools,. tin foils, sticks, buttons, milk

-bottle tops, paper fasteners, string.

Library shelf or tattle, picture books,. story docks. ward {sizzles, number

yaws.

Printing set or prick and sign Marker, typewriter.

. Window shelf for plants and butbm, other.nature materials.

Sand box or table for group construction.

Choice pictures, flag on pole.

Screen or easel for hanging reading charts or incidental pictures.

Blackboard space or easel %%101 large sheets of paper for drawing.

Lockers with individual compartments for preserving children's work.

Musical inktruments, such as clappers, triangle, drum xylophone, and other

percussion instrtunents.

Apparatus, slide, seesaw, knotted rope swing.

Additional equjpment will be suggested under separate activities.

'M ET HOD. The method of presenting for the child's consideration the subject matter

within the home, community life and nature, and for enriching it, is as follows:

(I) l'se of objects in the tinily classrlitan environment, experiences with

objects introduced to arouse profitable Dues of interest anticuritosity, nicall of

familiar experiences through conversatif in, dramatization, or trip to investigate

social phases of experience.

(2) Activitfem (lolled on as reaction to material or other stimuli provided,

experiences In nmnipulating-and in expressing ideas through play or concretform.

(3) Additional experiences provided for Interpreting and reorganizing ideas

about the. Immediate environment, such as excursions, pictures, stories, books.

While the general method Is the same as in the Kindetarten Curriculum,

a difference should be made because of the change in .the child's development

due to the enriching and organizing of his experiences in the kindergarten.

When watching the growthof a plant the first-grade children should be called

upon to observe more closely than the children in the kinderjrten. 'A more

Oveloped type of curiosity should be aroused and ideas expressed more accu- rately. In working out a project) in the firkt grade greattir thought should be

detnanded on the part of the child; he should Outline his purposes more clearly.

and his etpresmion should show greater control over material. A larger share

of the time should he devoted to working out group. experiences. The expert-, epees of the other children and adults should be listened to intelligently and

comparisons made. Occasionally ineerpretations and information may be sought

from hoOks.
COMMUNITY LIFE AND NATURE STUDY. 5

SUBJECT MATTER OUTLINE. - Ar The Kindergarten Curriculum suggested subject material found in such n

..rich environment that for children in less favored conditions it would require

at least part of the first grade to cover it. Some advanced subject material

is included for children who have had wide experiences, such as thOse outlined

in the Kindergarten Curriculum.

As children are less dependent than in the kindergarten upon the immediate'

contact with material to provide_ centers. of Interest, they may often start

with an idea Which. Ms a strong permanent interest rather than with what Is

motnentarily vivid. These.clisen lines of Investigation may be followed some

what consciously ; as the children are less controlled by incidental condi-,

Lions, they can keep their attention focused for a short while on some one

lini of thought. They can plan more definitely for some near Minn. event

find secure a more evident climax to Nell' activity.

Units of study grow out of :the"naturfil life aetivities in which children are

interested; they are phases of child experience which can be used educationally. Trey may be such as follow: Our classroom, a house for the dolls, our

ti village, the grocery, the farm, harvest, trlinsPortation, Thaksgiving, snow,

,,Christmas, animal pets, the post office, Washington's Birthday, spring clothingjitt'

planting and gardening. birds and their nesting, Easter, May Day; Arbor Dii3 7

Memorial Day, zyo, and park. Interest may also center around the drainatizattiort of short stories, such as the Three Bears or Sleeping Beauty. Other

valuable subject matter can be found within the environment of particular

schools, for instance, the industry in a particular section, as cotton raising in

the South or orange growing in the West. Simietimes the arrival of at circus or

fair will give occasion for educational activity.

It would not be possfille to consider in one year all of the units of study:

nor is it intended that theIrshould be.singled out of the children's experience

for study in the order given. In making her plans each teacher must take into

consideration- these three things:

I11 She must determine which phases of the child's experience are of the

most vital interest and educational value to her wirticalar grop. The teacher

must knOw the kind of subject matter that lies within the experience of her

own children or can be, brought within 'it.

(2) The teacher must consider, when and how she can ariinse unusual interest in these particular phases of the child's niftily life. She must always be

ready to accept and follow some unexpeted Ieaid which Iirimlses rich results;

she must be quick to discern when the interest is so keen that enthusiasm

would carry the children further.

The child's interest is a general guide for sequence. but at times there may k'

he a conflict" of interests when the teacher's nurturer judgment is required to

make the deelsion4 For instance, children might hecome much interested in

trains or boats about the lime of the harvest. As the need of planning for

Christmas is near by, the teacher would interrupt the, carrying on of thiS

play and turn the children's thoughtr toward the etiniing festival. The train

or boat play might be revived later when a child brought to school his ChristRUIN gift of a- toy train. . Such events as festivals represent climaxes towardwhich the teacher can always work ; they are occasions toward which the child

efigerly turns his attention because of the widespread faMily and community

interest.

(3) Lastly, a teacher must watch her children to determine how long one

phase or experience should continue to be a. subject for partioulaa study. .14he

. must try to 'sustain the attention only as long as serviceable knowledgVis
6 A KINDERGARTF.N-,IRST-GRADE tyltRICI711.1TM.

eagerly added and good mental habits promoted... The length of time will usnnlly del'ISI the anotunt of elementary knoWledia, and. easy activity

to be found hits the topic. The phases that are dealt with and the Ileta;s

introduced in t depend moon the type of interest of the particular children

and their deg .c of Ileveloment, their power to concentrate, analyze,. relate,

and carry on one type of activity.

For an average ti- year -old child the interest !IR the above topics will he SUSI:lined for about. two weeks, possibly longer, and then the subject will pass

out of the morn of attention and be revived" occasionally or brought up incidentally in connection with other topics. If the children are more maitre they

trill wish include more details in their-stu0 of it certain topic; this will

nree;isitate a selection of tioies, an d a choice should be m ade Of those that

are not may vital interest to the children, but within which there can be

found much socially serviceable knowledge.

These units or study tire not "comers of correlation-"; they are not to be

used exclusively while under considerathiti. Parallel with interest in these

phases of daily life will go interest in materials, in activities themselves. For

instance, just before Easter the children may be eager to read a new story, to

make Easter cards and baskets, to draw a ptIster picturing some coming event

In the school or Community, to use the new domino game, nod to practice a

dane just created by one of the children. Individual rhilliren may he making

doll's dresses, kites,. costumes for it dramatization, or hover picture books.

'flue kindergarten curiculton indirates the way that several lines of interest

run parallel in living out the normal child life in the classroom.

Each of the followitig units of study represent some interesting phase of the

child's experence. Possible ways will be suggested for directing particular

attention to such Phase, for singling it ontifor detailed consideration. Activities

will he Indicated that emphasize the subject matter within such experiences suitable for children of the first grade. The subject matter ('1111 be

learned will be given, and the habits that can be formed in relation to the

VXIrience. EX PLA N Fall projertn.,

Our (41axxru.When a child returns to his schcol in September, after vacation, he finds himself in a new room. While the (41111111114'111 is 2411111Sr to that

of the kindergarten room, the teacher is strange, the chairs and tables are

higher, there are more books and more pictures with words. A child feels himself different because he has been "promoted."

This nee, roont presents itself as offering occasion for much pleasure:0W'

activity. A child enjoys dusting it. cleaning the blackboards. and straightening

tin' closets. Ile likes to arrange the books on the shelf, to cover theta, and to

mark his own with his name. He likes to learn how to read the dune from the

clock, how to read the temperature from the thermometer, and to note it on the.

blackboard. He enjoys dis(' ursing with the teacher the most attractive place

to hang a picture. Ile vies with his playmates in producing bulletins or posters

showing the interesting news of the day. lie wants to arrange the flowers and

make decorations for the walls and blitekboards: Ile likes to hem and stencil

the curtains. He feels it a rivilege to wash and iron the doll's clothes and to

care for plants and animals.

The subject matter to be)found within such activities is.very evident ; hygiene

in connection with cleanliness and tenwerature; science In experimenting with

the thermometer in the sup and shade, in snow and on the radiator; civics in
COMMUNITY LIFE AND NATIJIE STUDY. 7

the care of community property ; nature study in .connect ion with care of plants and aninials; art In the neatly arranged possessions and in the harmonious

decorations; Manual training in the making of pencil boxes said the care of

tools; up-t -Mite information in the making of posters. . The child's relationship to others offers Ohluable subject matter which is Frodually inquired thnughout the year. For hilf own comfort and self-esteem

lie must gain the approval of the teacher by coming with clean hands, face, and

clothiltg, Willi nails cleaned and shoes brushed. If materials are provided he will become hi terusi Vti In sewing on his buttons, putting. tape on coat. making

aprons for (.116- work, pf rcketslor handkerchiefs, hags for rubbers. As lie associates will the oilier children he finds that be must wait his turn, that sometims he needs their help anti thal sometiMes he can help them; he learns his place in little eounnunity and gii:ns working knowledge of the qualities that are nolst desirable.for good cii izenship. A friendly competition May be. started

to see who will add most to his own height and weight record. liy this means

at child may begin the appraisal of food values In such a way that his knowledge wilt have eTcryday application. Ile will find the relation of his imp little

democracy to other units of school society when a story is dramatized and

played for an older class, or when he helps to make valentines for the kintiergarti'l Children.

The hahits develops d. will be caring for health and personal appearance, Ink- nig an intelligent interest in surroundings, caring for individualandratimunity possession, planning and promoting an attractive enVirotonent, associating amicably and helpfully with others.

The freill'shouNc.In the kindergarten the children probably made individual

doll's houses. This year the interest tlireeted toWard milking one large

house many of the children can unite in building and furnishing.. The idea stay arise in different ways. It laity start when several children join in

building it large house with blocks and then desire tO have something more pernmnent Which they can sold to and make more. complete. The idea often

is suggested by a large wooden box being brought into the classroom. Sometimes the stimulus is a doll or dolls.'for whom furniture is made. Then comes

the thought of the proper place for furniture.

If the building of the house is to be it coperative seheme there must

be quite definite planning; the number of rooms ;Ind the size and location of

each must. be considered befortIbthe work is begun. Designs' Call he drawn for wall paper and choice inadi of that which is most suitable itml ',Petty. The

children will consult on the kinds of furniture needed and the 'proportions; the, different articles will then be chosen by or assigned to different children. Any

special ability in (hang certain kinds of work. shonlil Ile rec,ignized. . Conversation and investigation will center around the materials useil.in con-

, stringing buililings. reasons for eitith. ways houses .are built for simitation

conveniencemill istuty, purpo of windows, running wider and its source, methods of healing houses. qualities of good buildings nisi good workers. As

the interior is being furnished, the children will consult on color sehemes for

the different rooms, rugs will he woven, dolls dressed. and 'heels made to fit the (hills. Knowledge of materials will be gained in the practical problems

that arise.

The desire to plan and promote group projects will be increased and a foundation laid for developing habits of cooperation a 1 -good workmanship. After the children have taken up an titer ay center the (loll house will . still remain of interest.. Additions nt made relating 'to other subjects under Considerathm ; for instance, the cupboards may become tilled with

Articles of food made of clay when the market is being discussed, or new,
A, KINDERGARTEN-FIRST-GRADE CURRICULUM.

dresses may be made for the dolls when clothing is occupying the attention.

Window boxes and other details may appear gradually. The house may become the home of the Three Bears when that story is being read or dramatized.

The proecry. There are many possible avenues of approach to the subject of

food. It Is a topic of perpetual interest, but the most profitable time to discuss

it is usually in the fall, so that its consideration may lead into the thought

of the harvest and Thanksgiving. Conversation in regard to the childlen's

luncheon may lead to the proposition to have a party luncheon. A balanced

lunch will be discussed and perhaps the suggestion made to have cereal, milk,

and apple. A trip to the grocery to purchitse these articles and the later

preparation of the cereal will lead to the discussion of other kinds of food and

their preparation.

As in the kindergarten, a grocery store or market may be built and stocked.

This year the articles should be classified as fruits, vegetablesewereals. These

should be labeled and marked with prices not higher than 1 cents. Play money. can be made to purchase the articles.

leads

and baskets will

also he necessary. The discussion of prices leads to investigation of the

reasons for the difference; and tite sources of various foods will be considered,

as potatoes and apples from nearby fars, oranges and bananas. from the

South. Some reference will be Heft to the ilans of transportation. Another.

interesting question in connection h food is the quantity received. This will

lead to an interest in measures and scales. Means to measure quart, pint,

pound, and half pound should be available. In the arrangement of the store, attention will be drawn the way that perishable and fresh foods must be

eared for, kept cool, and protected from flies. The children will consider haw

some of the perishalde food can be saved by preservbig or by making jelly ot

jam. The store should gradually becomeistocked with articles modeled similar

to the real objects.

Such store play will lead to the acquisition of applicable infornattion.aboitt

the values of a few simple foods, the processes in cooking them, the .4.1assitication of foodSinto fruits, vegetables. and cereals, and tine sources of some foods.

Labels and juices must be written and read. Simple computation lutist be

made with My money. Accounts must be kept. A foundation twill Is! laid for

intelligent and businesslike buying and selling.

The farmChildren are much interested in the country. Life on the farm

and the farmer's 811111181g are usually attractive topics. After playing grocery

store and talking about the sources of vaiotm foods, a trip might Is' taken to

a nearby farm. If this is not possible, pictures of the different farm activities

will lead the children to recall their various experiences in the country.

If the children have visited a farm, the farm scene laid- out this year should

show evidence of she child's knowledge of the manner of growth of the actual

articles raised, such as corn In rows. in the field, apples on the trees in the

orchard, lettuce In the garden. Discussion will center around the buildings

necessary for the farmer and his work ;.a ground plan can he laid with roads,

fields, garden, etc.; choice must be made of the various suggestions offered in

regard to the building of house and barn and fences.

Sand scenes are the first steps in map making. In paying out the farm it

may be'necessatry to she& elementary geographical distinctions; 141101 as if pond

for the ducks anti a hill_ where the nut* trees grow. Stories in boqks that tell

about farm life and farm animalswill be much enjoyed.'

Seasonal chattpea.A trip to the park or woods when the leaves are beginning

to fall from the trees will start a live interest in the

the

of leaves.

Attention will be attracted to the different shapes, and the children will try

to find from which trees the liaves have fallen. Particular attention can be
COMMUNITY LIFE AND NATURE STUDY. 9

drawn to the general form, bark, and leaf of the one or two trees most common

to the vicinity.. On reaching the classroom the children can sort the leaves,

Dress a few from the particular trees which have aroused most interest, mount

and label MOIL It will add to the pleasure of this study if the children can find

the picture of their tree in sonic book on botany. Individual books may be made

of one or two pressed leaves with drawings of the tree. iind labeled. Fall

flowers can be gathered and either pressed to mount hi books or picttires of

them van be drawn, labeled, and fastene' together for a flower hook. There

is such an emotional reaction toward changes in .'nature that many original

songs arise at this time.

Harrod and Thankmilivinft If the children's experiences have been organized

in the kindergarten 511(1 enriched by the. plays about home, groeery,and farm,

the idea of the harvest and Thanksgiving Will etmnole as a fitting climax to their

play. They will have ideas of the many varieties of food. of the quantity

needed, of the care that bus been required, of the source of all life.

As in the kindergarten, the different festivals- should be celebrated, but with

added understanding of their meaning. The consul: of Thanksgiving. Christ,

mils, Patriot's Day, Easter, May Dayould all be brought to the children's

attention early enough for them to plan how to elerate each occasion appropriately.

At Thanksgiving the children should be led to think of what they enjoy most

and then to give thanks for tt.- They may suggest changing the decoration of

the room so that it will show for what they are thankful: They may compose

their own little song of thanks or print their own prayer to be-given at the time

of celebration. They may plan and prepare a feast and entertainment for their

parents. They may plan to have their grocery well stocked and to giveaway

its contents.

To the children with the rich experience suggested' in the Kindergarten Curriculum, the story of the first Thanksgiving might be told. Thee-children

would enjoy dressih up as Indiana and giving a simple dramatization of the

story.

bite of the Indian child.For the most developed children the dramatization

of the first Thanksgiving might lead to a desire to learn more about the life of an Indian child. Children between 7 and 8 years of age enjoy living imaginatively in the lives of children of other times or lands. The life of the Indian

child is usually the one which makes the strongest appeal, because time costume

is picturesque and the free life alluring. Time first response will probably be

the suggestions to make the costume, headdress, necklace, and decorated dress.

A wigwam will then be required, 91111 reference will he made to books to find out

how it IS constructed. A few selections read from Hiawatha will draw the

chililen*s attention tp the fact that the Indian must have melt knowledge of

nature; this will lead them to the observation of the sun, clouds, moon, stars,

etc. There will be diselfssiwrof the prowess of the Ifalian and his feats of

endurance: danceS will be evolved.

Winter projeilm.

OhriAtinas.As in the kindergarten, the children. should be given an,opportunity to play out their Joy in the coming festival. Santa Claus songs and

games should be invented. Letters can be written to Santa Claus. -Gifts that

are madq this year should he carefully planned; there should be discussion of

the appropriateness of the gift,. of the Materials needed, and the care to be put

into the making. For the actual celebration the children may join with some

99895°-22-2
10 A KINDERGARTEN-FIRST-GRADE etIIRICVIATItt.

other class. They Ivould then discuss their part in the entertainment and make Preparations for it. It might take the form of acting out some story or giving

an original interpretation of Christians and the visit of Santa Claus. The

story of the first Christmas is prohibited in the public schools of some States, but It should he told where there are no such restrlisions, so that. children may get the spiritual interpretation of this beautiful festival. Whatever form the

celebration takes. it should be a very joyous °evasion, without strain.

Seasonal inlereslm.Snow is the phenomenon of winter .which brings the most joy to the children. During a storm, when the flakes are coming down

singly, apieee of blink cloth may be laid on the window sill mid the varying

forms of the crystals noted. Many elementary science books give ietures of

these forms, and the children will (smpare with delight the real snow crystals and the iiictured ones. This leads to the study of the hexagonal form, and

crystals will be drawn on the blackboard and cut from paper. The proposal

to nmke a real snow man in the atijohillij.! school yard 1v111 lead to ilisenssbm

of the best way to begin nail the proportions of the different parts. The effects

of sun and rain' wile most, and the causes of melting-and freezing discussed. Habits of observation .and investigation should be fostered.

Our fown.7-After Christmas' the children bring their toys to show to their playmates. These Hsu:illy 111(.11141e dolls, wagons. trains of cars, or nutomobiles. From such starting points many interesting projets' tray he bonilost. It

probable that the dolls will start family plays, and different households will set

up housekeeping. The wagons will be used to curry produce or people. Stores

will spring tip and streets be 1111(1 out and fie hasp project will he nadir wii

These ideas will he partially cait-41212.14cnt as dramatic ploy, nisi then as the idea bovines too complex In detstl, be repeated each time, the play will be partly transferred to the sand box, and a minintore town will appear. Trains, titans nisei boati will he thade,-'with bridges, tunnels; stations, garage; and docks. The streets will need ,lights, signs, ear tracks.. Each day the

children will add to the story, as they discover (lie different types of buildings

in the vicinityhomes, schools, churches, stores, factories.

Knowledge will be gaini d. of the activities in the immediate neighborhood. of the glographival plan Of the streets in the vieieity. Signs on street posts and stores will hi' eagerly deciphered. The children will gain an elemisitary

idea of the function of different community helpers; they will wish to appoint individuals as class street cleaners, postmen, policemen. Simple ideas of agreeable community association can be gained.

Our post offlee.While the community helpers were considered in a general way in the kindergarten, some more exhaustive study can he made of the work of one or two in the thSt grade, for instance, that of the postrilan. The

children are always interested in the postman, his uniforin, hag, and whistle:

and there is an air of expectancy when he is in the vicinity. This Is particularly keen around St. Valentine's day, if the children live in sections of. the

country where the custom of sending valentines is still continued, A visit to

a post office will give the children an .intelligent interest in the postman and

his work. They will wish to turn one corner of the classroom Into a post office and at the other end to place a mailbox for posting letters. A large box with hole placed on a desk will make a post office window, and another smaller box cap be used for the box. These should be labeled, partieularly if

there its more than one window in the post office, for the sale of stamps, for registered letters, and for parcel post. The letter carrier's hag and cap may

be made, as well as stamps of different colors for the different denominations; letters can be written and sent to teacher, .parents, and playmates.. The

reason for name and address will be made 'clear; there will be an interest
COMMUNITY LIFE AND NATURE STUDY. 11

In the Proper method of salutation and the complimentary close with signature.

The buying of stamps with toy money will give occasion for nrIthemetleal

processes which will be reauired in the play.

Patriotic celebration.In the kindergarten the children talked about Warhington; this year stories should he told about Lincoln also. It is the spirit of patriotism whirl* should be emphasized. Loyalty at this age is best taught

through.love and respect. for the flag. A simple ceremony should attend the

.raising of the flag in the morning and its lowering nt the closing of the session,

For Patriot's Day. in addition to the appropriate decoNtion of the room and

pictures of Washington and Lincoln. the children might plan to give a marching drill to entertain another class.

-Npriny project*.

aardeming.As the spring approaches, the children feel the appeal to enjoy

the out-of-doors. Gardening this tear should not be confined to the flower

pots and window boxes in the classroo.- There should .he definite planning

for the planting in the school ganien. Catalogues should be consulted, the

relative uses of flowers end vegetables discussed, And the length of time it will take. different varieties to mature. The garden should be measured in

'rows, and "seeds planted that will develop fairly rapidly. The more advanced

children will enjoy watching the groWth of some indoor plant, such as corn

or bean. At first they will wish to measure its growth each day and keep a

record by marking or drawing it on a poster with the date ;.later the interest

will decline and once a week will suffice.

t store.This store may be a clothing store, a genera.' store, n millinery

establishment, a. florist's or a gift shop. There are many interests which

arise in the spring which lead different children to make' similar articles.

%%ien these are gathered together, the idea of a store springs up.

The clothing store may develop when the children decide dint the dolls need

thinner dresses like their own new ones. Gradually miscellaneous articles will be contributed to the store. If there is a 5 and cent store in the

neighborhood, it is well to give the play store something of this character,

as the number work involved in buying and selling, which the. children reiv

i.tijoy greatly. will be Within the children's capacity. Articles should be labeled

-a ml play money used. The children will he interested in discussing the different kinds of material, as well as their relative cost and adaptability to the

seasons. The purposes of the various articles will be considered, when to be

worn and how taken care of. Measuring by the yard will be much enjoyed.

The development of a millinery storeas it was actually phinned and carried

out by a group of children is given at the end of the chapter.

'ea4tonal interests. In the spring when the wind begins to blow in gusts, the desire to play with kites seems to spring up overnight. While simple kites made of paper bags may have been made in the kindergarten, this year

. there should he study of the problem before the children begin their constructions. Reference may he'maile to boy's beaks, which tell about kite making, and the teacher may read simple directions. The construction should'

he according to measurement. The. children should try- out their kites, thus

leading to an observatiOn of the direction of the wind, its velocity, and the

kind. of weather usually attendant upon its changes. An interest will be

aroused in the currents of air from the windows and the minature whirlwinds

seen in the dust.

Walks to thepark should be taken to observe the unfolding of the leaves on, the trees that were studied in the fall. it posSible, twigs should be carried .
12 A KINIWAGARTEN-FIRST-GRADE CURRICITIATM.

back to the classroom, so that the opening leaves can be carefully watched.

Occasional trips should be taken to note the building of nests; the names of

the nest builders should be, learned and their pictures found in a bird book.

interest will he increased if stories can he found about the habits of these

birds.

'Peta----StIggrstions are given in the Kindergarten Curriculum for keeping

uninme"pets In the classroom. It is particularly ,advantageous for the chid.

dren 10 have them in the first grade. Besides learning to love them and Care

fr -them, desirable habits of observation can be developed. The children

should learn to watch carefully and describe accurately. It gives a basis for

interpretation of many stories to know the ways of one animal well.

Zoo.Aerip to the zoo will lead to many interesting and educational activities. The cages or_ ineIosttii e will he arranged in the sand' table and clay

animals placed inside. Animal picture hooks will provide models for the children, to make. their constructions more accurate. The homes And hahlts.of the

best known will he discussed, and possibly the sand table will he transformed

into a for for the elephants, monkeys, and lions. A study of the native

home food and drink-will lead to the introduction of rivers. lakes, and 11116 in

the sand scene. Imagination will he cultivated, which is needed for later

geography and history study.

reaffraht and hotidaym.Easter, is tote celebration of the promise of springtime. As it approaches the children will wish to turn their room into a conservatory by drawing, painting. cutting, constructing the flowers which their

imagination sees blossoming in their garden. They may make Easteryards and

baskets for friends or other children in the school.

May Day is the children's own day.. Whenever possible it should be celebrated out of doors, with a maypole of the children's own decorating. They

will compose their original dance around the pole and posSibly choose their

own king and queen. The way in which the latter is chosen is very important,

as itis probably the first time that the children have consciously selected one

of their number for a position which all covet. There should he some consideration of the qualities which a king and queen should possess before the

voting begins.

Memorial Day and Xrbor Day should be celerated with appropriate exercises. On Arbor Day, if the children can not plant a tree, they should visit

their favorite tree and play around it.

As the vacation season approaches, the children begin to talk about the

week-end excursions or the proposed vacation trip. .Toys can be made for

the country rainy days, or hats for the outdoor hours. The sand table can

now he made to look like the country, with hills and ponds, woods and. farms.

In the waslm may he found squirrels and birds. Other birds may lie found in

the orchard trees. The farmer's animals will again appear, and flowers In the

garden. Trains will be seen bringing.eity people to the station. Mitch of the

knowledge that the children have acquired during the year and organized can

find expression in developing a related si'ene.

ATTAINMENTS.

Within the above units of study may he found opportnnitiel; to gain elementary but basic and applicable knowledge of hygiene, science, ethics, nuinber,

reading, geography, histOry. nature study, music, representative art, dramatization, language. composition, and literature. It is difficult to suggest how a balance may be maintained in the different phases of snhject matter. In general.

a teacher should check herself to learn if she has spent a fair. proportion of
COMMUNITY LIFE MN!) NATCRF. STUDY. 13

time in the following ways: Developing health habits. supplying new experi-

.ences. giving opportunities for expression through handwork-, encouraging interest in MO ntinisition of forntl,tools of knowledge, find in supplying cultural models to develop appreciation.

If a teacher who has followed the more traditional form of schoolroom procedure does not feel free to make the life interests of her children the center

of her whole plati she might provide sciline interesting experience for the class

and 0091 set aside a certain each day for the child's free, unguided exPression She should. however, watch the work to - discover what opportunities oresent themselves to carry over the child's reactions into the required work

for the grade. As she thult4 the possibilities of subject nattier and technique

%%Mint the child's totturn1 responses in interesting experiences. she will gain

noire offititionv to trust wholly to the life or itrojet method of teaching.

A child who has been trained in the kindergarten and through the first grade

-ms nbove should show evidences of development along the following

1. Attitudes, interests, tadca.----Alertness to the !lier phases of activity

curried fill in the neigithol'ilod. An interest In increasing knowledge aout theta

and in- utilizing legitIntote means for observation and experimentation. A

dawning nppreciat ion of personal responsibility in working fdr personal health

and tiewlopment, fur the planning anti success of group results. for the mnintetmlwe /if eanfortable and attractive surronNlings.

. Habits, ability to alkjust one's self to a situation, to

plan fur future activity, to Select' what is needed to carry out a 'plan and to

use it wisely. to hold attention to a line of action, to work independently. to

ask for suggestions when necessary, to test the adequacy of results, to

responsibili0, to be honorable with self and others, to respect the rights of

others, to work harnotniously with others, to obey group ruies.and help to form

wise rules.

3. Knotriedge.Elementary facts &snit home. school, and. neighborhood:

these rudimentary facts ferns basis for later school sitbjects, such as geography, civics, hygiene. art, taual literature. Symbols for rending and 'number. Facts

about Justice. fair play, kindness, helpfulness. truthfulness, honesty, courage, independence, -unselfishness, etifirtesy, reSJeel.

111.UsTRATIoNs 41.' UNITS (IF sTUDY.

7'he Grover! Store, Norenther, 1920.

To give the child it better understanding of the liiterdepetutenve and

moperatitut of workers.

2. To interpret Thanksgiving in terms of the harvest, the gathering in of the

food supply for eopk.

3. TO give opportunity to study in a simple way the 'source, transportation.

HMI sale of food.

-1. To supply oppoktmities for gaining knowledge of the simpler number ennl-

!Jinni ions' and using them in ways similar to those In which they would be

demanded by the child's daily life, in buying and selling.

Expertetter.Every child goes often to the store to buy food for the family.

He sees many different kinds and selects what he wishes. He uses money in

payment and receives change.

Method.I: Excursion. Visited store. Noticed many kinds of food for sale,

prices of ,food, bought apples and crackers.

2. Miniature store. When children returned from excursion, they wished to

have their own lay store. Possible ways. of making one were dlietissed. A
v 14 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

*

plank was obtained from the janitor. Egg boxes were brought by .boy in class

from father's store. A Counter was made of these. Empty cartons were used

us stock.- ,Children later made their own cartons, labeled and made pictures of citents. During the first week a great deal of fruit was brought so that at

the end u sale was held ; eueh child bought a piece of fruit with toy money which

had been made. A party was then held and the fruit eaten: After the first

week the children became interested in stocking the store with less perishable

articles, made of clay or paper.

Reim/lc-1, Oral English. Talked about visit to store. Talked about child's

errands to store. Talked about *mime, trunmortation,1 and kale of food.

.(('hildtvn sometimes make sand acetic of farm In sand box.) Talked about

Thanksgiving and the harvest.

Children encouraged to CllipoNe simple Thanksgiving prayers; these were

44peWritten and put Into booklet form and read at the Thanksgiving party.

2. Poetry memorized. °Over the )titer,"-'"The Ilartest Is in."

The children, with the help of the teacher,,,eomposed the following prayer,

which was then committed to inemory by the children;

hear ralhef:

1Ve !honk You for the sunshine and for the rain and snow,

We thank You for the birds that sing and for the flowers that grow. We thank You for the harvest, the glail PihIg's gathered in, The food that tills the farmer's Intro, the storehouse. and the Nu. We thank You for our homes and for our friends so dear, We thank You for our mothers and for tail- NOM' cheer.

To show You that we thank You, we will be kind and true,

And go with happy taws each day our work to do.

Songs. "The orchard." "The llarVPSt Is Cod is Great, Cod Is

final"

4. Nature study. Fruits and vegetables. Sources of food.

ilYglene. rood most nourishing. flow cared for. HOW preserved.

6. Supplementary reading. Pritera were made by the children in which

a recird war! kept of the progress made on store. These aentences were

deveioped front the class each day and written on the board; then they were

typewritten and pa'ne'd in the printers with appropriate illustrations. n Stories relating to stores, farms, gathering' fruits nod vegetable's, harvest,

?Lund by children hi story books or reading books ; these were rind by groups

or rend by individuals to a group.

7. Spelling and writing. Simple sentences were written relating to our store,

such as 0 I will boy it big red apple."

The invitations to the party were written by the children. The class consulted on form and wording; teacher wrote on blackboard what was eonsidend best, and children copied it ; children brought copies to teacher to ask

her if mother multi read the invitations. If some words were Illegible, teacher

set copy and children ractieed eagerly until written plainly enough for

nflher to understand. The whole invitation was then rewritten.

.8. Numlier.- Articles in store were priced so that they would only demand the

simpler number Combinntiona. Children would buy two articles, adding the cost

and paying with toy money. Children would buy an article, paying for it

with 10 .cents and receiving change. Cashier kept the books and checked up

to see If amount was correct.

9. Construction work. Toy money and handbags or pocket hooks to hold

it ; delivery wagons; why tam boxes. Cutting and modeling-of fruits and

vegetablea. Making of booklets.

10. Drawing. Fruits and vegetables. trains, automobiles, store, etc.-
C(1NIMIINITY LiFE ANI) NATURE 15

11. conduct. The Haunters of a good. rurteks salesvatt were tlisettsse..

and of pleasant customers.

Climax. The children gave n Tk011:SgI1Lni patty, 10 %% knit their parents wore invited. Each child rend it's own lishanksgivilig prayer. IF:ah

whose :matter or father %tits pre.4.111 118141 SI..1Vkim'Pur and .40,1 In Ili. mother or Caller for real money. mime!' wns used to tiny a Thallkgiving dinner fora in the tteighlsrItOod.

ly Intl) 1114. skill for l'reoaration for other twoject. The store led direet

('hristmas time.

The wr'lleg of the invitations led to the. oily of 1)ie vissiaii litter in the

llinincuy Shop. April, 1921.

1 \ *lip 1 he `1111(111.11'S create an .interest in industrial art litol skill in mattipulatig materials.

rpe rit'llec.-- Mothers wets getting spring hats for the children.

liclhot/.-1. Visit to the mIllittery shop.

:., samples of hats wets shown.

:t. 'Miniature shop. .ts ehildren had played store al different times during hie year, after a Nisi, to the millinery shop the suggestion was 1111111,411:110Y

Inade 10 11;111, 11011iliery shop In the ehissrom. ;here was some diseitssion whether hats should be made for themselves or for the dolls. II was deeitled

to make them for dolls, as the dolls had no spring hats. pie lobtreli brought scrips of from home iliiii made hats of aritins shapes and Sixes,

They frequently consulted the tttielser when choosing c.dors so that attractive

co101,11411olA lIgin he ninth.. Ilea' child who knew how to make dainty thstie

pittsr flowers taught the art, by request, In many Of the cis SS. tal.Etiglish. notit spring, return of birds null dowers. Talked about the hw-ing of new hats 'for spring. Children bold stories about. their visit to the millinery shop. 10seitssed %vital we needed for the shop.

Children learned millinery terms, ,i14.11 as hal frame. 110181. crown. I A .:11111.1 I 1;1111Ps 11111teri s1101 :1.,1 silk. straw. civet. 1.earned names of t rimmings, as flowers, featlie butuotts, rihoas, bows, ellerrhs..%

2. Suplemeniar re;eling. Children read front the blackboard stories they Mode nIng visit 11:e millinery shop and stories about our own shop, Awl, as "To-day we hall a 1,1(nISS111 %a 11'e visited the millinery shop and -saw many pretty hats. The hats were on stands. The holy showed its the hats. Si imt. of them wire made of silk, and some were mie of 51111w. We sow signs with 1ietues of kits. l'hey were very pretty. ,some hats were

Ttie bil,p4 are calhd bandboxes."

Itealling from posters. Children read and leartied words printed on pst- ers antowneing side of hats, date, prices, rte.

4. Stalling and NVortls needed to ma he paper money and to Make

Posters and sig1114 on Inuallixes and bog, for Inds,

5. Industrial art. lints, bandboxes,- it(t laigs. bags for slaqiiing, price tags.

tags for hats. Painted hat stands (made of spools and pencilst. Bills (utttey), designs on 11111s tittalksl carefully. lIallioxes deitritted.

0. Niture: Studied flowers used (it make millinery shop attractive, For-.

ATOM*, pussyVvIllow, daffodil, apple blossoms. I.eitrned names of artificial

flowers used on hats.

7. Number. Children played More. Paid for hats with money they 1,1111111..

lints 'Were priced for so many dollars. Each child had $1, $2, $.5. $10 bitifi. Cjia.r.--Children held sale of hats: children brought dolls to school, and the hats i.ere tried on until a suitable one was found. Boys borrowed dolls

e.
16 A KINDEIVIATITEN-F11 IST-ORADE ('PR lTCVLTTJf.

of their sisters of some girl in the clasii; They were as much interested as

the girls in the making and buying of the hats.

Preparation for other projeets. Children suggested that thikv would like

to make other clothing for the dolls.

The interest to i4pring and flowers' led 'to the thought of the garden and ,the

making of a florist's shop: BIBLIOGRAPHY. Bowler, Frederich G. The elementary school cuericulum. New York. Macmillan *Co.,

1920. 400 p.

Krackowizer, Alice M. Projects in the primary grades. Philadelphia, .1. It. Lippincott Co., 1919. 221 p.

Pratt, Caroline, and othrr.w. Record of Group VI: 1920-21. (Six year old curriculum.)

New Yoriimpity and Country School. Publishers 1115 W. Twelfth St., 1921.

Speyer school curriculum . . . New York, Teachers College, Colimilda University,

119131. Sixth impression, June 1910. 179 p.. * s, Ruth M. Socializing the three Ws. New York, Macmillan Co., 1919." H2 p. Was, Margaret E. A project curriculum. Philadelphia, J. IL Lippincott Co. w
Chapter III.

READING.

IV F. SeKcirr.

lyruoDucrioN.

ti Heading as a subject of the curriculum should not ImNpresented until a child

has reached the mental age of G years. It, therefore, falls in the first grade of

mime school curriculum. Although this technical grade assignment of subject

matter is made, the training received in preschool and-kindergarten experience

determines In large measure.the degree of interest, ease, and skill which the

child displays in attacking this highly complex problem.

All experiences that aid in creating and developing ideas enrich one's power

in reading. It Is important that the training in the home and the kindergarten

provide experiences mat activities that help the ehild to acquire meanings,

ideas cif home, school, environment, and social relationships. This will aid hint

to develop the lmwe to understand the ideas to be conveyed later thrc igh

reading.

All experiences of the kindergarten maybe used as aids in the acquisition

ideas,but the language activities inherently are &fst fundamental find significant in the-direct relationship they bear to the subject of reading. Story

telling, picture study, conversation, oral expression, correct speech habits are

basic factors in preparation for reading. A speaking vocabulary and the ability

to interpret and describe an experience are great aids in gaining meaning from

printed symbols.

An idea of the function"of printed oc written syntbois is gained in the kindergarten. A child learns that he can find his own property much more easily

when marked with his name. An invitation composed by the children and

-written by the, kindergartner appears to tell ithe inot4ter all about the coming.

party.

Drawing is an activity which aids in gaining control over the technique. of

reading and writing. In the effort to make outlines which approximate

the appearance of things, the eye becomes keen to the length and shape of lines.

The attande toward books, and habits of handling them, are taught in the

kindergarten through the use of picture books. Children learn that between

the covers are to be found interesting ideas, experiences of other people, and

timings which. can be interpreted through imagination.

I GENERAL. AIMS.

To direct, guide, modify, andeontro) behavior.

To satisfy the child'R interests.

To give him pleasure.

To enable him to gain information. . TO develop his imagination and sympathies.

To develop his appreciation of good literature..

17 . , .

o
A KINDKR(;ARTEN- FIRST GRADE CURRICULUM.

seECIFIO AIMS:

The cultivation of the desire .to read.

The power of sustained interest in reading.

The ability to interpret and to comprehend wiint is read. . The ability to' read at sight with ease and facaity chart sentences, para- grahs, and stories based 11114011 experiences, games, songs, stories, anti vonversathins. These are to be rend from the blackboard, chart, or books made by the Children themselves. 1

The ability to use' the primer.

The ability in recognize promptly and pronounce correctly at least 300 words each half year.

m .vrTEIt.

There are four s4tuces of subject !tatter:

I. Children's expericnees. Accounts of actual experiences composed by the children and revised and iutp c rd under the guidanegof the teacher provide

a transition from oral speech to he reittliv firtmi hooks. They supply an ideal 11. t,ttduction in the significance of books, and supplementing printed primers, etWinue to motivate and stialize the reading and etnnposit ion lesstm.2 through; out .the elmrse of thy school prigram. They may also be used In cOnneethill with the development of prOpets. After the mmpos:titnis are Ilevelnped. they' may be printed or written on the blacklioard or chart by tlw teacher, anti .typed, IIIIIIjgrabed, or printed as the facilities permit. The mimetaaphed

or printed lesson is then pasted 111 a book .atle and Illustrated by the pindi himself. ( Fur f4ecilie topics t.we elmiqvr op subjurt matter.) The follttwIng

selections are examples of compositions that might be worked out with the chil- dren. The list may be amlIlleti or varied accOrtling to the eimIthmlity in which

the child Arves mid the en :ronment that determines his S4itil opportunities

211111 interests: . Neptember---

(MI \i; '10 SCII001..

I am going to school.

(food morning. Miss --.

Good morning, boys.

(tots! morning, girls.

My name Is . I u m --- years old.

October

.1.1CK-0:1.ANIERN. rail you make a Jack-o-lantern?

Cwi a big, round pumpkin.

Cut the top for a lid.- - Cut two eyes.

eat a tame.

Cul\a. mouth.

Take out the seeds.

l'ut a candle insIte.

Light the candle.

Carry -it at night.

Boys and girls will run away.
Yorember--"'

apples are on the trees.

The corn is gathered in.

The harvest Is gathered in.

Thanksgiving is coining.

READING...

HIAWATHA.

For advanced children.)

Hiawatha was a little Indian boy,

He lived in a tent by the side of the water.

He had a bow and arrow.

not shoot inc." said a little bird.

Hiawatha loved the birds.

Derem her

THE TOY SHOP.

We went to a toy shop yesterday.

We saw drums.

We saw pretty

There was an.airlane in the slap.

Helen liked the dolls.

John wanted a pair of skates.

Lucy wanted a set of dishes.

Harry liked the big red drum.

I want a

Children choose doll, sled. firma, horn, etc.

Jo au orli ti ol'R CANARY.

We have a pet canary.

lain name is (Jerry, Tweedle-deel.

Ile lives, in a cage.

lbe hikes tt loth every morning.

We feed him seeds.

Somethnes we give him it small piece of carrot.

Ile sings u sweet song..

February

'10 MY VALENTINE. -

(To be composed by the children.)

I love you, dear Valentine,

I hope'you love me.

This little red heart of mine

Tells it to thee.

March

THE WIND.

Can you tell which way the wind blows?

How can you tell?

See the clothes on the wash line.

Look at .the flag on the schoolhouse.

Fly a kite.

WatOrthe weather vane.

19

-/

1.
20 A KIN 11TEN- FIRST-GRADE C1'111.11(.1'1.1.11.

111.0W I Nti 1411:BLES. DO you like to blow bubbles?

I lame a pipe.

1 dip the lail into py water.

'!'hint I blow a bubble.

I toss it Into I liP air.

Look at the beautiful colors in it

1Vath it rise and burst.

May,

TITE 7.00.

Hurry and I 1%4111 to the 7.0o last Saturday.

We saw the elephant.

We hail a. ride on his hack.

The lions and tigers NV4.11. there.

-The lion roarell at us.

The 11F:cr. showed us lifs slimy teeth. .

The big brown bear growled-. gr

The monhey curls his toil around the swing.

11100wayod to awl fro.

SF.A. Our family went tft !he seashore.

\V.' tool picnic there.

All the children laid pails and shoVels:.

I had a red pail.

I.nuftle yokes in the sand with to shovel.

I took oil' toy slows and stockings and waded in. the water.

I ran away front the waves.

We ate our lunch on tIte sand.

In addition to these the hildren may' tell stories of their class or school

life, their home and family expetienees, or the nursery rhymes they kliow.

'Toward the end of the year they may compose aniriginal short story, or fable.

2. stories fob/ or mad. to hit' may be animal or other nature

stories; folk tales and Cables; fairy tales; hullter011s stories; cumulative tales;

and nonsense rhymes and stories. These may be reproliticell orally Hail later worked up into. reading lessis In the snow manner tr the one follomsi In

working tip accounts of the children's experiences.

f 3. Reading books and mipplcatentarit soeialized motility materialcDorin

the first half year children who have been in kindergarten should ,read nap or MO simple primers. In the second Ulf year from 5 to 12 primers should be

proOded, so that children of varied ability may have its much reading material as they can profitably assimilate. . - Although the. content of the primers must he !within (14ie children's com- prehension .and Interests. the language and style should. be ensistelit with

that of good usage, and whenever possible, It should pssesk literary merit.

To he considered gond, a Primer should have the following characteristics:

It should he good literature. The themeS should he adapted to tile expert-

- etosbs of the - children and should be appropriate for their particular stage

. of development: The themes should be Ivied. In their appeal And. in

sUbJoet matter.
11EADLN(1. 21

In addition to the primer, blackboard, and chart, there is reading matter of

'a highly socialized cluFater that should lie used to the fullest possible extent.

children should be induced to read10 street signs Jolied lists name of school

trolley signs glibly posts labels on boxes or - direct,ions on boxes for ado rtisements packages

- games. w ifing signals addrsesses on letters

1. In addition to these three sources of subject matter- there is a fourth:

That which calls for motivatell silent remling. .wrong the subjects suggc j:ted. for this are Actions to be NW( Willed d reetillIMS to 1e followed; orders to

'be obeyed; directions for playing a game; directions for a project .or for

the construction of an objerl III he used In carrying out a prI)jeet.

On.

The method to be used in teaching Areading must lie determined by the

natttre of the subject attter to be taught and the social and ment;11.mbe'lls

pupils. s The ideal method Is the natural method. 'The child wishes to know the

name on a candy bx,, his own name in print. or the names of the Mother

I:oose characters. Ile begins to inquire it reading vocabulary, gradually.

naturally. and In accIribitice with his desires and mental needs. Ills mother or

the teacher create": a still stronger desire by telling a sliiy and perhaps not

having tinie to finish It. The child wishes Po read the story for himself. Ile

asks fur one %Owl and then foss another until ii"Vocidotiary is acquired. lie

asks repeatedly and Is told repeatedly until the words liecome fixed in his

memory. Children who Mull to read In this way remember more readily

and zetaln more definitely the words they desire to know. This method may

` Ist f011owed when the story contains but a few words that are new to the group,

' or when the class Is small in number. When the ot..eds't f a large group or the

pressure of /ha.. must be considered, the more formal procedure as given in

the suggestions-outlined below may be followed:

1. !tending lessons developed' from the children's experiences supply an

ideal introiuction to the use of books. This has already 14.t7:n stated and the method of I....J.., iu this phase or the work.Ahn. The method to he

followed in the first J1SP of a book will depend upon the reading series in use,

and the directions. given in the manual of instruction accompanying it.

this procedure diAbs not necessarily prevent the teacher from using other

devices and Methods with supiententary matter. The best teacher's

' use the elements of value contributed by all met beds, and adapt thent to tile

children. according to their needs nisi _the suiject mattler to be resented. Inexperienced teachers will do well to follow one method carefully until it has

been mustered After they have acquired power and eonfidence, th4 can

modify it,_amplifying and enriching it With variety, and using it with skill.

In general that method is -good which subordinates the ti.chnical elements

to the content and pt the same time develops the technique of reading to a

degree of skill That fuellitates interpr9tation: eomprehension, and speed.

Specifically, a combination of the sentence. word. Anil phonetic methott should

be vsed. The sentence or word _is the thought unit. The analysis of the sentence gives words and phrases: further analysis brings the word, and finally

the phonetic. analysis gives the sound.

2. Procedure40 preprimer work:

The exPeripnee, oral story. song, ;mile, or rbtvine;

Playing and dramatizing the situation.

111111Mormerriemem.
22 A KINDERGARTEN-FIRST-GRADE CURRICI'Ll'Nt.

2. Proci.dure in pre rimer workrontInued. . Conversation based Kam the story in simple, onimated, and interesting

language.

The esspitial thoughts In proper. SIVII'llre are printed or written on

the blackboard or chart.

Recognition of the sentence the first st. The teaher asks a well

formulated question. and draws the pointer allng the senteoce rn establish eurr,s1 eye Hi( wenwnt. The child reads the sentence in

answer lo It question, not word by word, but as a whole.

As soon as the different sentences tires-recognized, words and phrases are

selected for pipe cial study.

3. Steps in reading from the hook :

The um! story.

The retrvIluction of the story In dramatizathm. , Con veil:a ion im.sd on t he story. acCompa ;lied by ,blackboard work

to assist the children with the technical diffieultles they may encounter in the text.

Finding sentences, hruses, 311111 WONIN,111 the texI.

1VOrf I study; sight and phonetic;

Silent rending.

Oral reproduction itt answer to questions. The -children are to ask

questions on what was read and be responsible' for the correct statenient of the answers. They may perform an action or trry out in- structions to correct interpretation of the silent rending.

Oral reading; gradually hwreasing from one sentence to tw or more,

then to a paragraph, and to no entire story.

1. Rereading of a sloy.--The rereading of a story should be motivated or

soelalized, lest the childri.n lose interest in it or the subject Iwomes stale. New

beauties must he sought,. new purposes provided. so that the children may ac-.

quire the power of continued appreciation for' a good or beautiful piece of

'Herat ore.

Suggested motives for rereading a selection:

To instruct or interest a child who was absent.

To inform, interest, or entertain a visiting teacher. supervisor, pupils. or

group of pupils.

To test attainment or power.

To nvIonarize the thought sequence and linguistic expression as on aid to

the story telling or dramatization.

()RA VERSUM HT LENT READING. Experin entation has not yet determined to what extent sileiMading may be substit steel for oral reading in the lower grades. Experience with foreigners

hits shown that a certain measure of lang uage ability and skill in conversation

are necessary prerequisites to comprehen'1on aid correct interpretation in silent

'reading. The Middle ground and balance may maintained by extending the amount of silent reading to the measure of skill a9,d facility displayed in Ian-

. guage ability... In order to develop correct habits of silent readingdexercises

should he provided as wgn as the speaking vocabulary of the children is sniffclently ample to undertake lessonswith the necessary measure of success. Some

reading lesslms may he given by making the direct association between the

printed symbol and word pr phrase without the intermediary one of oral speech.

The words used, however, must constitute a part of the children's vocabulary.

The fact that silent: reading constitutes a necessary part of the reading ex-

. ercise as a whole, and its .function there, has already been shown. The_follow-
READING. 23

ing additional suggestions are given : The child or the teacher performs an

action or points to an object and writes a sentence of the story Interpreting the Action or directing Houle one to perform the action. The children read the

tenet. silently. The teacher tests their knowledge by having them perform the

action, 'whispering the sentence to her or to a 0111d, who then gives the sentence aloud. Niuny similar occasions can be found.

ta:AorNo nom:

ihilen kindergarten children proPlnotii41 to the first grade flwy have a %ision of Nooks and theirability to read. it is not long before this vision leads

them to express a desire to read. and .1h... teacher meets it- with the 'suggestion

that they !mike their own first mailers. The suggest ion eagerly adopted, and they deride to make n book which cOntains as history of their stun. aciivities. This book they decide to call " Scioto] Days." or " 1113, Book."

Each day near the close of the season they consult together and decide upon

the activity which they wish to incorptorate In their books. The teacher prints

the student*. upon the blackboard, dm' 'hu.Xt morning there are volunteers to read

the newest 'Selltellee. As the xperioute is vital tind real, there are always

thany smIcessful .volunteers. The children may thin illustrate the thought in

their reading books and paste below the illustration the printed or typed sea

tenet. prepared for rash child by the teacher.

The teacher through skillful guidance'abis the children to express their ex- perioncet.r so that th1 sentence construction is simple and definite. The unconscious drill which 4.0111PS frk1 Ihr blackboard work. is a strong aid to memory. In foldition the child's own illustrations in his book help him, to read it at

home and start hint in habits of independent, self- directed studt. Not litany pages in the book are colliplted before the eltildren are ambitious to read their

hooks to the doss. This makes 9 strong motive for the mnstery of the new

skill, and each child hits a definite goal which he is anxious...4o attainthe

ability to read his own book fluently from cover to (*over.

'The most important result is the fnet that front the beginins: of their reading the children's attention is directed to the thought hark of the irinted page and to n thOught in vhich they hair a vital relationship.

This early " School Days." or " My Book." reader leads to the making of

many other readers by the children, developed in connection with their experienms and Interests.

'Titles suggested for these booklets may The Toy-Shop, My Iflrden, Christmas. Spring. i'lay in Winter, or Nty

SURORDINATE (IF' WORK IN -READING, PARAT.I.ELINO READING FUR T101611I.. ST1'111(. This includes the Study of words singly, and in phrase or sentence groups. The aims in this work are---

To develop rapid and correct recognition of words.

To insure correct interpretation and comprehension.

To develop a rate of speed consistent with the nervous and mental ability

of the child.

To enlarge the vocabulary.

To extenjl the range of meanings of words.

To devehlp independent phonetic power.to attack new words.

Derires.Blackhourd, word cards. :phrase and sentence cards, signs, an- mumcements, games. Mg game*elesients and ideas are used to motivate most
24 A KINDERGARTEN-FIRST-GRADE cITRRIcULUM.

.of the lessons in word recognition the first year. The play spirit must dominate the activity If the results of iheSe games are to be effective menus to

instill and maintain a love of reading. The recognition of the words and

phrases In the reading les..:on and the.span and the rate. of reading are sonic

of the purposes to be accomplished.

Suggested GameN and ilethenlm of Playing Them.

1. Matching words, phrase or sentence groups.

. Children when rolled upon iiielte the words or phrases on cards that (I re

rapidly flashed iu turn.

3. Cards containing wools and phrases are set on the blackboard ledge out

of sentence order and children are (Idled upon to arrange them in

proper sequence to make it sentence.

4. As cards hearing words oz phrases are exposed by the teacher, the children

calks! upint say the word or phrase and give a sentience from the reader

story or their own experience containing the word or phrase group.

5. Word or phrase cards are placed along the blackboard ledge or tacked on

the blackboard frame.

Two children are competitors. Tile teacher or Sono. selected child gives a

word. The,cometitors who have pointers strive to he first to point to word

or phrase; the one who does so scores one for each word called. The winner

is rewarded by,,Colling words to be found by the next two players..

6. The teacher or some child erases a word in each one of the sentences on

the blackboard., The cools bearing the eised words are set on the

blackboard ledge. The child called upon supplies the misses;; word.

7. Children called to the front of the Firm hold cards containing words to

be emphasized, so that the doss see the.- As the teacher or a

child calls the word, the hearer of the card containing the word makes

a curtsy or a bow, saying the word as he does so. Children who curtsy . or bow for the wrong word mss and remain. The teacher calls words

more rapidly and sometimes looks at one child while calling the word

on a card held by another. The child who is seated first wins the

game.

8. "Can you guessit?" One child hides in the clothing closet or outside

the room. A member of the class points to the word selected from

the chart, blackboard liSt, or words on the ledge of the board, so that

all members of the class may see it. The (.16141 who is hiding is culled

and begins to guess. The guesser .says " hi it 'stand'?" ('lass says, "No, it is not stand.'" The guesser continues until he selects the

word chosen unit clam.; says " Yes, it. is 'conic,'" if that happens to be

the word selected.

ndirignal Games.

1. Sentences or short stories written, printed, or typed on cards. These

are cut into phrase groups and words and placed in an envelope.

Children reassemble them to cv,topose sentences and stories. 0

2. Completion game. Sentences containing blanks for

missing

words and

phrases are printed or typed on cards: The missing words and

phrases are on fieintrate cards. These are placed in the spaces where

they complete the sense.

3. Picture game. Pictures and separate words and sentences that give the

title, description, or interpretation of the pictures are placid ,in ettvelopes, Children choose titles or interpretative sentences _and place

them abovOor below the pictures. .
READING. 25

4. Game of opposites. Words like cold, hot, black, white, etc., are placed in

envelopes. Children chOose a word and next to it place the word

of opposite meaning. Another word is chosen, its opposite is found,

and so on until the selection is exhausted.

. Game of relations. Words and phrases related to two different subjects

like "The Home" and "The Farm" are placed in an envelope. Children select all those relating to home and place them under that

title. Those relating to the farm are selected to be placed under

farm. PlIoNETICS- AR AN AID TO READING. The purpose of training in phonetics is to give a means of attacking new words and to promote correct enunciation, articulation, anti pronunciation.

New'words are developed by the analysis of known words and the recombination of consonants and phonograms to form new words. for reference,

the teacher uses a type 01. key word, so that children may easily recall the sound, as "ball" for "all," "sail" for "ail." The 'essential elements of

method to follow are:

To supply the phonetic sounds of letters in words which children desire

to know, in their group or Individual reading.

To provide games similar to those used for word rei:ognit ion.

To apply the newly inquired facts and words to a varied and enriched

content so that children may apprecinte their growth in power and see

the relation which it hears to their reading ability.

This may he done by composing sentences, stories, riddles, rhymes, nonsense stories. etc., that contain the newly acquired vocabulary.. SPELLING. Spelling should not. he formally. taught as a subject of the curriculum.

As a preliminary preparation or as an incentive to -future motivation. himever,

there is .no reason why, when the child begins to write. he should notikave

some incidental. Informal introduction to the subject of spelling.

The following suggestions as to procedure are offered:

. While the teacher is writing a word on the blackboard as." Die," she says

in accompaniment, "m," "e," "me." The child associates the name of the

letter with the letter form. Pupils should nut be called upon to spell or to

repeat formally the spelling of the 'teacher.

Children will learn to spell many words and to recognize the letters of the

alphabet through making signs, labeling articles, writing invitations, etc.

ATTAINMENTS.

1. Attitudes. interests, tastes:

A desire to read.

An interest in the ability to increase both directly and vicariously

the, sphere of social experience.

Beading foil' pleasure.

Appreciation of good literature.

2. Habits, skills:

In comprehensionto reproduce in action, ploy, or language the

printed Instruction, direction, or story.

To establish correct habits of association of words and their meanings.

99995 °-22--8
26 A KINDERGARTEN-FIRST-GRAPE (TRRIMAINI.

2. Habit*, skillsContInued.

Phoneticallyto acquire the power to analyze words having common

. phonetic elements and from their elements to meonstruet new words;

in other ,words, to develop the independent phonetic. i)ower to attack

mut' interpret new words that possess phonetic elements known to

the child.

Ili ratelo increase the eye span and tile speed.

Hygienicallyto assimle good reading posture.

To establish correct eye movement.

3. knowiedge, tin format ion :

An increased vocabulary. Children of different mental ages or those

possessing different intelligence quotients show differences fit the

extent of the reading vocabulary that can he acquired In a term of

six months or a grade.

Those of average intelligence, 100,120 intelligence quotients, should

acquire about 300 words; those of 120-140 intelligence quotients

should arquire about 400 words; those of 140 and above should acquire about .100 words. 411 Children who or ,. dull nornials can acquire about 2(W) words. Those

of borderline or moron grade vary so greatly In the type and number of their disabilities It is'Impossible to give any approximate

statement of their limitations or capacities

An increased knowledge I f their environment.

The acquisition of a literary inheritance ronaticnsUrate with their

rending ability.

r 111111.10citAellY. Akin. Florence. Word ninste7 room, In phonies for the first three years. anslon.

Houghton Mifflin Co., 191 :1. 124 p. Briggs, T, II., unit comaan. i.. 1. Rending in the public schools. ehicago, Row, Peterson & Co., 1908. 274 p. Charters, W. W. Teaching 4he commtip branches, New York, Macmillan Co., 1913.

:155 p. 41) Chubb, Percival. The tenehing of English. New York. Macmillan Co., 1902. 411 p. Freenmn, Frank S. PsycholOgy'of the common- branches. Boston, Houghton ailliltn

Co. 1916. 273 p.

Gray, C. T. TYpcs of righting ability. Chicago, University of Chicago Press, 1917. 190 0,

Gray, W. S. Studies of elementary school rending through standardized tests. Chicago, University of Chicago Press. 11117. 157 p. Haggarty, M. E. Ability to lead. 134nifgton, Ind., University of 1tulbt on Press,

1917. 6:1 p.

Huey, Edmund Burke. The psycholligy and pedagogy of reading. Neer York, Maemina» Co.. 1908. 409 p.

Jenkins. Frances. How to tench rending. Boston. Houghton Mifflin Co.. 1913. 93 p. Reading in the primary grades. Boston, Houghton Mifflin Co 1915. 124 p. Judd. Charles IL Reading; Its nature and development. Chicago; University of Chicago Press. 1918. 142 p.

Kellogg, A. M. How to teach reading. Chicago, Flanagan Pub. Co.

'Klappea, Paul. Teaching children to read. New York, D. Appleton & Co., 1921. 242 p. McMurry, Charles. A method for teaching primary reading. New York, Macmillan Co.,

1903. 198 p.

National 14ociety for the Study of Education. Rending exercises based on children's eiperlences, t Nineteenth yearboUll Part 1. 192(1. p: 20-30. Bloomington, Public School Pub. Co.

Committee on silent. rending. Report. In Twentieth yearbook. Part 8. 1921.

Bloomington, III., Public School Pub. Co.

O'Brien, John A. Klient reading. New York, Macmillan Co., 1921. 289 p. filayryer. Nettle A. Fire messages to teach_ er". of primary reading. -Chicago. Rand,

McNally it Co., 1918. 219 p.
READING. 27

Schmidt. W. A. FApe.J1mntal study in the psychology of rending. Ch leago. University of Chleazo Pres.. 1917. p. . Slunv..,Edward IL at 5, 'him! hygiene. New York. Nloemillan t u., 19111. 260 p. Turner, Nellie E. Teaching to read. New fork, At Book Cu., 1915. 521) p,

RUPPLI. M \ T %RV R1T %DING. Bryee's Playtint printer. New York, Ni wgon & Co. Itlitisdell's Rhyme and story. Finn Mader. Itoston. Little, frown & Co,

14pit's 1101my and Melly at home. Chicago, Hand. NIcNally & co. 4

I; rov,r's The sunbonnet babies primer. Chieago. Band. MrNally & Co. ;rover's l'he overall bo s. chleago, Rand.. NIcNnIly & Cu. Nix's Once noon it Owe stories. New York, I.taigmans. Oreen &

'Moore's Pennies and plans. New York. Xlarmillan

liolthemn's I it toy la nil, ifttst on, 1.1111e. Brown &

11(1.1 O NI"l'inttnli. Chicago & Boston, Educational Bub. Co. Jack and the lounstalk. Chicago & Boston, EtlittattioMil Co.

Jack and the giant killer. Chicago & Boston. Educational Pub. Co. Pass in boots. Chicago & Boston, Edurationai Bub. C.

lied Riding flood. thicatto & Boston. lEd.teationni Puti. Cu.

The little red hot. chicatm & Boston, ',Attention:11 Pub . 'Co.

The three hears. Chicago & Rnstou, I:lineation:11 Pub. 1'4). The three little kittens. Chicago & Boston. Elluenlional Pub. Co. A. p's Rabies. Vol. 1. Chicago & Boston, Editeatjnimi rub. 04.

Illaisdcll's Cherry tree children. edition.) Roston, )crown & Co,

'ir. us reader. Boston. Benjamin 11. Sanborn & t'o. II ward's ilanhltry Cross stories. New York. C. E. Nierrill &

Scrls In fahleboal. Ittoott. Silver. Burdett & Co.

Seri and Evans' Wurka day doings. "fusion. Silver, Burdett, & Co Skinner's Storylatol in play. Book 1. Chicago. Baud. & Co.

Mother tIoose pa cuter. New- York, C. E. Merrill & Co.
Chapter IV.

WRITING.

By 'Arno: F. SPECHT.

Penmanship or writing as n subject in the curriculum for the first year continues to be a mooted question. If the child's desires and impulses are a

guide to our judgment In the matter, we include writing. The illegible scrawls

and marks Wilt are natant to convey the child's IliPstimIr to an absent parent

or to Santa Claus are ail indicatiOn of a hud4ing power that the teacher should

develop according to the physical and nervous maturity of the child.

GENERAL AIM.

To satisfy the child's social need.

To extend his.sochu experience.

SPECIFIC AIMS.

1. To satisfy the desire for written expression.

2. To introduce the child to the significance of social correspondence.

3. To acquire correct habits in using writing materials.

4. To establish the correct coordination of eyes, nerves. aid muscles.

5. To acquire the recognition and reproduction a the letter forms in script.

SUBJECT MATTER.

The words and letter forma used,,In the letters, messages. names, and labels

that the children choose to write aS the expression of an individual or a social

desire. These may he1. The children's names.

2. The name of the school.

3. Labels.

4. A message to an absent parent or child.

5. An invitation .to a parent's meeting or 'a party of some kind.

6. A letter to Santa Claus.

7. A valentine.

8. Making their own word games.,

D. Writing.the alphabet and illtistrating it.

10. Composing and writing their own nonsense alphabet.

11. Writing in connection with projoets.

Replies to a questionnaire sent out to seven large cities show that authorities

in all these cities are unanimous in advocating the teaching of large script

forms and the use of freearm movement.

28
WRITING.

METI{OD.

29

When the child expresses a desire to write and states what he wishes to

write, the teacher writes a sample copy on blackboanl or chart with a sufficient

variation of vocabulary to allow the child a.personal choice, for example

DEAR SANTA:

Please bring me a doll I sled, drum, book, etc.),

. Your little. boy (girl).

Itourxr.

The test of stfecom. is

The child disctivers he lacks 'technical skill. The teacher, by suggestive

remarks as she writes the wtfrd which the child !Ids difficult, by having the child trace the word in the air, or by tracing the sample. or guiding his hand, gives We child the aid he is seeking until he learns to write the word iNdependently.

The empliftsis shaild be sequentially as follows: Social or. individual motive;

composition, simple in form and good in style; legibility; form; slant.

ATTAINMENTS.

Attitudes and interests:

A desire to write.

An interest in receiving and sending written messages.

A desire to acquire ability- to write words and sentences, so that when a

letter or a message is to be written no intelligent and interesting ex

pression may be conveyed in writing.

111111.1(ltnt.1.111'.

FAlucatioi,1 experiments by head teachers In elementary schools. Five papers read before the New Ideals in Education Conference. A new method In handwriting. Miss Golds. Pamphlets sent by the secretary, 24 Royal Avenue, Chelsea, England. 3 post free.

Ilan Quest, and others. Principles involved In the teaching of handwriting. University of West Virginia Press.

New York Society for the Experimental tituttAf Blue:Mom Bulletin. Vol. 2. no. 5. Section 4Penmanship.

ppenlielm, Nathan. The deVelopment of the child. New York, Macmillan Co. Thornlike, E. L. Teacher's estimates of the quality of handwriting. New York, Teachers College, Bureau of Publications.
ti

'Chapter V.

LANGUAGE.

By FLORENCE C. Fox.

NTRODUGT I ON.

The language work lof the first grade should be continued along the lines

begun in the kindergarten; but since the mastery of the language arts is one of the chief purposes of the early grades, it should receive a larger emphasis and assume greater definiteness of purpose and method. The Nvirk of the

kindergarten has stimulated children's' language deVelopinent through the

opportunities it has afforad for conversation (1) between -the children themselves; (2) between groups of children and the teacher in the games and coop- erative manual activities; (3) and between the whole grotto and the teacher

in the "conversation period." All this has afforded opportunities for increasing the children's vocabularies, for the correction of ertors, and for the organization of their ideas, in *a very informal way.

Opportunity must be offered. The lack of opportunity for oral language. is

the most noticeable defect in the modern primary school program. Individual

pupils' in the first grades throughout the'country speak less than 100 words

during a five-hour session of sChooli including all their responses"» the recitation periods Of the funddmental subjects' Thty talk on an average less than

half a minute during the schoohday.

Essentials in oral language.rituAry language exercises should be oral in

their character and should train for fluency and ease in speaking. The bases

of these lessons should be (1) conversation regarding the child's school and

community life and the realm of nature lying close about him ; (2) stories and

poems from .the best literature for children; and (3) detailed narrative In the, history of primitive people.

Definite time allotment and forceful prcsentatiOn needed.- Definite time allotment for the language period and a. detailed outline for use In the language

classes is an imperative'necessity if the child Is to receive this eskential training. The work also requires a tenacity of purpose orA the part of the teacher, a careful preparation, and a vivid and forceful presedation. It requires a . sympathetic attitude, one that shall Inspire the child to give, unconsciously and

simply, his own -version of the stories, poems, narratives, and experienceS

which he has acquired. These exercises should never take the form of memory

drills that consist in repeating the rules of composition from a book or the

reproduction, verbatim, of the text of a story.

Points to,be emphasized. 7Theue are the points that need to be emphasized.

A definite outline, a. steady purpose, a continuous program. they are the first

essentials In the traininy, of little children in the art of oral expression.

Data from questionnaires and from surveys in Inman of Education.

.30 ..
LANGUAGE.

. 31

Auditorium periods.It is one of the best' signs of the time that get-together

exercises are more and more becoming a feature of the (la* school program. here is an intriguing motive for exercises in oral expression and -the modes

mst,closely related to it. Once a week, at least. the primary and kindergarten

groups should come together Tor an hour of music and literary exercises and

of reportson civic interests and nature observations. The Francis W. Parker

Year Book on Morning Exercises sums up the values of this period in their

school In the following words;

It is evident that the exercises grow out of the daily work of the school or out of the interests of the children in some large absorbing outside question. The subject is sometimes science, the telling or illustrating of nature -observa- tions; the story of some visit to the farm, the art gallery, or workshop; his- tory, current events; the maasing of the literature anq musle of some special.. subjeet or special day ; the telling of stories that delight the children's hearts; or the discussion of some problem of vital significance in the community life of the school. Therefore the exercises instead of interfering with the school work, emphasiie, reinforce, and vitalize it; give It purpose and form and fur-. nish the best test of the children's growth and power to think awl of their skill in expression.

SPECIFIC AIMS..

1. To provide opportunity and suitable material for the exorcise of oral

language.

2. To stimulate the children to use that material.

3. To train theii in the right use of oral language. , 4. To develop the Wse of written formS from the oral.

5. To make a conscious connection between oral language and the other language subjects, reading, writing, spelling, and phonics.

E. To discover the appropriate correlation which exists between oral vg'presmion and the manual arts and to train children in their use as modes of

expression.

OUTLINE oN SUP..3ErT MATTER. I. .COM VNITY LIFE.

Continmed front the kindergarten prograTn.The 'same interest in social

activities which the kindergarten fosters in its daily progrinn should he con- tinued in the first grade. pyre It should receive it more detailed treatment in

the form of units of study around which may be grouped the technical subjects of the first-grade currhulum.

The child's. home.Reports of the child's observation of his own house, its color, size, and general appearance, of the different rooms in his .house, tte

furniture in each. and its specific purpose offer excellent material for these

units of study.

Home aetlyitics.-11ceording to statistics, about 50 per cent Of the children

in the first grade set the tablet at home, 50 per cent wash the dishes, and 100

per cent wipe the dishea. Discussions In the schoolroom regarding these homely

tasks,. the hest ways and the necessity for performing them, will lift them

above the plane of drudgery they so often occupy in the child's mind, and will

afforil at the same tithe a.most opportune occasion for training in ,oral langilage.

Especially Is' this true bf children of foreIgnparontage who are groping blindly.

....for expression in an alien language. A few odds and ends of 11shist.will supply

material tor an exercise on setting and unsetting the table, washing and wiping

dishes, and puttltp them away, which will form an objective basis for this work

in the schoolroom. .'
32, A KINDERGARTEN-FIRST-GRADE CURRICULUM.

Luncheon periods. In the 'kindergarten a luncheon period has been part of

the daily program from its beginning and 'has been of great value as a train-

. ing in refined and courteous behavior. Food has been eaten, dishes washed

and set away, crumbs brushed, floor swept, and room tidied. Children have been encouraged to talk freely during thisseriod of their interests and experiences, sand the hour has been one of pleasure anti profit in this school. This luncheon period should be continued in the first grade and should become an integral -part of evety prinufry schoOl'program. Exercises of this kind re-'

peated day after day not only train in oral language but are sure to carry over

into the home life of the child and to make for better living in a school community.

,Games and raeatiori sport. His games and vacation sports fill a large place

In the child's world and should find some recognition in his school life. Visits

to the country, fishing and swimming, playing Indian and cowboy, and the

games of hide-and-go-seek anti bout -the- thimble are among the activities most

often recortled In first-grade- reports on out-of-school activities. The child

comes into the schoolroom from this life of freedom, iron) a home where every variety of household activity is being carried on, and all too often spends' his day in school In the manipulation of symbols and in abstract drills on

technical subjects.

2. NATIRE sTUDY LESSONS.

Gardening and kindrtd objects. In the making of a garden there are many openings for the highest type of oral language training. The question. " Who has a garden? " calls forth an animated response in any first-grade class of children who are full of this subject in the spring of the year and are-more

than willing to " talk it over" with an appreciative teacher. She has but to

follow their lead to find herself borne along on the'impetus of their enthusiasm. A wonderful irfcentive is this, the making of a garden, to develop a unity

of interest and a desire. on the part of the children to express This interest. Our oral language is SO apf to become static and fixed, or to be neglected

entlrely, that the teacher should be on the qui rive to utilize every bit of

this desire that spring's up in her class and. should remember that the more

spontaneous the response, the-greater its value.

How vital these kindred subjects are for every grade in the school: Bird

boxes In the garden, and what to do, with the English sparrow; how is this

little savage 4)f bird life responsible for the depredations of the Tussock moth;

the household cat, and his relation to the fruit trees in the garden; the eco- nomic value of the American toad; and so on through many phases of these

.natural phenomena.

Preparation of teachers.How may one dare to put this question, "What

must we have in our garden?" to a group of wide-awake, active, little children?

Only by having in tho hack of one's head a carefully prepared outline on garden making, a series of psOblems to set these children to work upon, and materials on one's closet shelf for experiments to satisfy the eager questions of this little group of agriculturists. Arm with but a single book, that of Hodge's Nature Study and Life, and a few bull fr the Department of Agriculture, with

an open mind and a willing spirit the eacher may become well prepared tq meet

these quefitions. With her outline ready, her data at hand, into what fertile

fields may she not walk with theie earnest little disciples. Speech shall be golden, since it shall express, all the wonder and all the delight which these

, eager little children shall have discovered in the magical truthi of nature.

.
LANGUAGE.

METHODS.

How to use this material.A free and open discussion of these subjects

logically leads to the formulating of a series of sentences by the class which may be used later as reading lessons and as written language material, throughout

the year.

The teacher stands before her class at the blackboard, chalk in hand, and

the lesson proceeds as informally as possible. As she develops these lessons, the teacher should use the question method, and should draw out the answers to

her questions from the pupils in a spontaneous and spirited manner. Where

items of information are necessary she should supply them, in story form if

posiiible, before the children begin to formulate the sentences. Two elements

should be in the teacher's tnipd, a limited vocabulary and much repetitiOn, as

she works with the class in the formation of sentences. . WRITTEN LANOUAGE. Written and oral languageand reading.The development lessons in language

and reading which a. e recommended, both in this chapter and in the chapter on

reading, combine these three modes of expression into a complete unit and

illustrate a fundamental pedagogical principle. The three forms are inseparable and should he taught at one and the same time.

In these lessons the child's vocabulary, both oral and written, is enlarged,

his ungrammatical expressions are corrected, and his power to form clear and

concise statements is developed. Here also Is the opportunity for the organization of the story or narrative into a logical seqUence of events, for tha stressing

of Important points, and for the elimination of unrelated details.

Written lanOuage and penmanship.The closest correlation between. written

language and penmanship should exist in the early work in these subjects. Writing is a mode of expression and should be taught as such in the Hest grade.

The child should spring to the board 'under the impulse of an idea and attempt to express that idea in writing. It may he only an isolated word from his

reading lesson, a phrase, or a simple sentence, but there is a thought hack of

it which he is seeking to express to others. If he forms this habit early, ninetenths of the difficulties of written language are avoided.

If, on the other hand, writing is first presented to him as a technical subject, and the isolated forms of penmanship precede the use of writing as a mode of expression, habits are formed and an attitude of mind, is cultivated

which persist during all the child's late]: work in written language.' . Vocabulary is the child's stumbling block In his early work in written binguage. To remove thrk the teacher may stand at the board and may supply

any word which the child may need by writing it on the board as he quietly

-asks for it.

The subject matter for these earl lessons in written language should be

extremely simple. Nooin Volved sto should be used as a bhsis for written re- production in the first grade. The fable Is a direct statement of a single action

and its immediate consequence. It can be reduced to three or four short, concise statements, and affords for this reason appropriate material for early written reproduction. A list of ,fables for this work is included here, with

a bibliography of readers where each may be found and may be used as reading

lessons also in connection with the written language.
34 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

LIST OF

7'he Lion and the Mouse.. .

Merrill Itead&s, 2. .(Dyer and',

Brady)

Baker and Carpenter. (Macmillan.)

Horace Mann. t Longmans, Green &

Co.) s Carroll and Brooks. 2. 4APplcion.)

Baldwin and Bender. 1. A. B. C.

Child Classic, '1. (Hobbs-Merrill.)

Classic Fables. (Maynard and MerThe Wind and the Run.

11111 Readers 1. (Ginn.)

'IIowe, I'. (Scribner.)

Life and Literature, 2. (Daub & Co.

lIaliburApn, 1. (D. C. Death.)

Flack, 1., Carroll and Brooks, 2. 4Applet..a.)

Jones, 1. (4ilnil.)

.The Chilli's Wort Carden. (Ginn.)

Classic Fables. (Maynard .an4)

New Education, III. A. It. C.

The Hare and' the 7'orlaise.

Classy' Fables. (Maynard and Merrill.'

Merrill. 1. (Byer and Brady.)

FAOThe

The

The

LE8.

Hare and the Tortpime-Continued.

Silver, Burdett, 1. (Silver, Burdett

Co.)

New Education, 2. A. II. C.

Field Mouse and the Town Mouse.

New Education, '2. A. B. C.

Progressive Road, 1. (Silver, Burdett io.)

Carroll Wand Brooks, 3. (Appleton.)

Haliburton, 1. (I). C. - (loath.)

Life and Literature, 2. (aub &

Baker nnel t!upenter. I'.

Classic Pahles. t Maynard and Merrill.)

po,r and the Grapes.

Classic Pables, I. .4 Maynard and

Merrill.)

Holtou-Curry, 1. (Rand, McNally ('o.)

Bowe. 1. (Scribner.)

Pluck, 1. (Ginn.)

Carroll and Brooks, 2. (Appleton.)

Gordon, 2. (I). C. Heath..

Jones, 1. (Ginn.)

Silver, Burdett, I. (Silver, Bartlett

T111 POEM AND THE POTERE.

The vain* of the poen) as material for language lessons in .the first grad..

111 the appeal AOliell it makes to the child's esthetic nature. It should be treated

as a work of art and presented to the children by the teacher In the most artistic

manner possible.. The rhythm, the music of the words, and the swing of its.

measure should be left. to make its own impression on the receptive mind of the

child,'without thought of analysis. or discussion.

The same may be said of pictures. The term " picture study " should not

he used in the first grade, nor should it be attempted until the children are

much older. Copies of great iiictures may be used to enhance the study of some

subject bk presenting an idea in graphic form where grace of line and charm

of composition are emphasized, but the value of this Is -lost if the children are

urged to describe and to dissect their impressions of the picture.

The materials for the poems read and the pictures presented should be chosen

with reference to their relation to the project which is being worked out by

the teacher and her children, or for the mere joy of bearing or seeing all artistic

composition. Several collect lions of poems and lists of pictures should be in

every.schoolroom, from which the teacher may select as the occusiof18 arise.

N ENTS.

I. Neu, Impressions.

The child in the first grade has udder to inti.rettts and experiences through

ninny sources:,

J. Field trips and nature .observations..

2. Contact with home and school life from. a

of the *kindergarten.

3. Books and 'pictures...

4. Stories of ninny kinds.

5. Ills more cone tous uttitudt of respOnsibilby to the community tire In

whichbe lives.. 411

slightly, Alifferent angle than that
LANGUAGE.

II. Paier of Expression.

In addition to the power gained in the use Of language in the kindergarten, the child in the first grade has acquired skill in:

1. Oral reproduction. In detailed narrative and in the reproduction of a

story as a unit or a single piece of literature. This involves: (a) The organi- zation of thestory into pwrts,which follow each other in logical sequence; (b)

the ',lay of the imagination over the details of the story :(c) the clear visualization of the setting of the story and the action which takes place; (4) the training of. the voice and theThody to tespond naturally and simply to the emotions .., which the story May arouse.

2. Lanyage.(a) He Aquires a new vorabularyi,,t ht becomes familiar with

phrases and sentences which' will eventually assist him in prolit:iency in oral'

and written expression awl in th forming of desirable .reading habits:'

----.a nual arts and posture. Through these (a) the Old gains the power

to use. ail the arts us a( means for the expression of.t bought ; (b) he sees the

relati4+nsitit;*betWel'll 1,4.4(1re, painting, drawing, modeling. making and building. and the varius haSeti of the experiences which he wishes to represeut.

itt

c.
Chapter VI:

LITERATURE.

Ity FLotiF:NCE t'. Fox.

INTRODUCTlf

p

Tool subjects and content .subjects. -- Language and literature ,are so closely

associated in the primary" grades that, the'cIalsideration of one involves a discussion of the 'other. They differ widely in their function,. however, for.

language is a tool subject. a )node of expression, while literature is a content

subject, which in the form of story hearing by the pupil becomes at mode of

attention or study.

Language depends ups at literature for one of the most important materials

upon which to exercise Its 'function, and this relationship should' never be disturbed .4n the first grade. In other words. the tool subject of speech should not

be treated .11s a subject of study in the early years of language training, as is

now the; case in the majority of classes la first-grade language lessons. Tools

need to be sharpened, it isstrue.'but. continued use of forms of speech. careftilly

supervised by the teacher, will do More to cultIvatp. ease and, fluency in oral expression than many months of time spent upon a fbrmal training in the

technique of oral, language.

The story,05 a basis for language trainin.---The story offers the best possible

opportunity for training in language. It carries the child into a world of

imagination and fancy. it builds upon the kiaiwn eleert in his everyday

experience and idealizes and enlarges that experience. In technical training it introduces him' to new and better ways of say4fig

things, to a wider choice of words-where his vocabulary has been limited. anti

it reveals to hem the many shades of meaning which may be expressed by the

human voice.

METHOD. e. Preparation of the teacher in story telling.Skill in telling stories 'Jto little

children should be as much a part of the primary teacher's equipment as a

knowledge of good literature and discrimination in its selection should bit. All

the art of story telling which she covets for her pupils the teacher shoal's' herself possess one hundred fold. s. Presentation of the story. .-Simplicity and dirTictness of appeal, with a tine

sense of tone values, should characterize the presentation of the story. Says

Chubb:

The teachtiy must be a magician of all childish moods in the compass, from

grave to gay; able to touch lightly the minor chords-that are needed tobring out

the triumphant major passages. And this last and very important art site most . likewise possess: The art of skillful repetition., of the refrainlike effects, the

leading motives, which recall central" facts and effects.

Study of the story. Nor does the teacher's responsibility end with the telling . of the story, for a very definite consideration of its movement from one point of t,

36 . .
LITERATURE. 37

action to another will assist the children to organize its parts into a' literliry whole, awl will train them in that priceless accomplishment, the

ability to form vivid mental images from hearing word pictures. . This detailed presentation ofthe story NV1HCH is advocated for the first grade

shouldobe a step beyond the more artistic treatment accorded it in the kindergarteii. Modes of expression should grow out of this study directly bearing ou

the various phases of attention which the story awakens in the child;s mind.

THE STORY OF THE DILLY GOATS GREIF.

Type of .tors.Merrill, in the Francis W. Parke! Yi Oar Book, Volume VIII,

says:

Every story must be perfect in form as well as content. As an illustration

in point, let us consider the Three Billy Goats Gruff. The structure of this little

tale. as given in lnoient's.Popular Tales of the Norse, is as perfect in its way us any of the grout novels. First, there is exporlittou; the Three Billy Goats

(miff are introducedthen conies the problem; they wish to get to the hillside

for foodthen,arises the complication; they must cross the bridge, and an ugly old troll that eats billy goats keep watch under the bridge; now comes rising action; the Little Billy Goat Grub starting to cross the bridge, Is challenged, but superiority of wit and intelligence win him safely through the suggestion that his brother will make a larger dinner. *The next incident thus prepared for tool thought is directed to it. The second Billy Goat Gruff comes and

challenged, and likewise proves equal to the situation, and thought is-again

directed to the incident to follow. T1114 we have the climax; the Big Billy

goat Gruff steps onto the bridge and utterly overcomes and destroys the aggres- stve, stupid old troll. Thepbstaxle being surmounted, we have the resolution; and the Gruff family get the food for which they started. The story is a unit; there is not an incident that does not serve the central idea ; cause and effect are perfectly balanced; time arrangement of the incidents are perfect. The problem is suitable to children; the outcome Is ethical, for

' intelligence defeats stupidity and mere physical bulk...

Rendition -. Much of the charm of this fine old tale lies In the refrain which

occurs frequently throughout the story, and in the tones of the teacher's voice

as she recites the lines- to the children. "Trip, trap! Trip, trap! who's that

tripping over my bridge?" should he given with emphasis and feeling and with

increasing force for each repetition. its dramatic quality is quite unusual and should be made so effective in the telling that the children will uncon- sciously imitate t in their reproduction.

How to TrriiTil the .story.- -After the telling of the story by the _teacher it

should be discussed with the 'children in a most idformal way, but alWay's with a definite outline in the teacher's mind. She leads the children un- consciously to organize the material, to visualize the different diameters and

situations, to dramatize the, action, to retell important parts, and finally to

tell the story entire, as an exercise in oral language.

Outlining the story with the children:

Part I. Three Billy Goats Gruff lived together in a cave. They wanted to go up on the hillside to eat grass and get fat. Part ,II. They had to erosf a bridge to get to the hillside.- An ugly old troll lived under the bridge who liked to eat billy goats. Part III. Little Billy (That Gruff went onto the bridge first. The troll wanted to eat him,.but the little, billy goat persuaded the troll to wait for his. bigger brotinir, the second Billy Goat Gruff. Part IV. The second Billy float Gruff went onto the bridge next. The troll wanted to eat him, but the second billy goat persuaded the troll to wait for his biggest brother. Part V. The Big Billy Goat Gruff went onto the bridge last. The troll wanted to eat him but the Big Billy Goat tossed the troll into the water and. he was never seen again. The Billy floats Gruff all went to the hillside to eat gram every day. They got, io'fat they.could hardly get home..
38 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

Logicol sequence of stuly.Through this exercise the children themselves

have organized the story into five parts, or acts us they are called in the

drama, and are ready to consider theSe five units in relation each to the other

and to the whole. To visualize, to discuss and relate, and to reproduce is

the orderly sequence of this study.; to call up the mental Picture and then

to describe it through the MPilla of the various modes of .expression; by or;

language, graphic art, gesture, and later by -written language; by whatev r

mode is most appropriate.

rfauanzing.To visualize is the essential. fundamental principle upon which

this training rests. "I believe that the image is the great instruent of instruction," said Dewey, in hifiliedagogical Creed. " What it child gets out

of any subject present-ell to him is simply the images which he himself forms

with regard to it." The teacher's part in this studY. is not to instruct. but

to help -the child to form his image and to suggest and provide a suitable

medium throtigh which he may express that image. ,,,The following outline is

suggested for this story and may be easily adapted to any other.

Sumary.No story needs so complete an analysis us this outline suggests,

and not all modes of expression Should be .used iu one story. Some :modes

of expression are peculiarly appropriate for one story and some for another,

depending mein the type of story, the teacher's convelde.nce, her class of

children, and the materials sheonay have at hand.

Outline for the Reproduction of the story.

1. Vintalizifl Part 1. Emphasizing the background of the story, (heading question: If you should draw a Picture of the Billy Goats Gruff story, what would you put into it ?) Exprcsskm.Drarwing the story on. the blackboaril. Drairing.LIf the children are encouraged to draw freely from the first day of school they will have no dread of what, to un untrained teacher, 1.4 a difficult task. Children draw as naturally as they make a gesture and much more naturally than they talk when the reproduction of a story is involved. "I can not tell it, but I can draw it," is often said by children whose natural aptitude for drawing has been encouraged and developed. Chalk modeling at the hoard is the best medium for tills early work in

drawing. Long, sweeping. downward strokes with the side of the chalk for vertical objects in a landscape, like lbe trunks of trees. side strokes from left

to right for roiling country, and slanting strokes for hills and tmeitintains makes

this type of reproduction extremely simple for little children. The drawings are crude at first, but they gradually assume correctness of form and proportion moiler time kindly guidance of the teacher. ThiS method also gives full play to the, free-arm movement so essential to good pemnatiship in later molts and is an invaluable training in graphic expression.

II. Visualizing Part II. Emphasizing outline of form in size and shape. (Leading questions: How does a billy goat look?' How does a troll

look? Mc.) Expresston..Putting the story with paper ind shears. Cutting.This mode of expression represents the outline of the object and

is one of the best modes for early work in graphic representation.

III. Visualizing Part III.EmphasizIng motion.. (Leading,,questions: how did

the billy goat walk onto the bridge? What Old the. troll do? etc.) E.rpression.Posing the characters in the story. Posing.This mode of expression should precede the dramatization of a

story. .Many children who have difficulty in acting can take the pose of a

character. Diffident children will be able to take part in this simpler form of action.

IV. risttaliNtly Part !V.Emphasizing form and color. (Leading questions:

. What other animal does a billy goat look like? What color has. he? de.) Expression.--Painting with brush and colored crayons.
LITERATURE, 39

Painting.This mode of expression is a difficult one for little children be- cause the wash of color must be kept within the outline of the object. if the outline is cut before the object is painted,' it .W111 not limit the stroke of the brush. Precede. the pointing with cutting of the object Hom drawing paper and when finished paste it on an appropriate background. painting a. landscape for the story. Prepare a land: wane to water colors for the hajkground of the picture and paste the painte objects In theirappropriate places. The wash of color for the background should he made with a shieward stroke of the brush from right to left, the upper half of the picture in 'One for the sky and the lower half in appropriate colors for the different seasons of the year green for the spring landscapv and summer, brown for the fall, and dull gray for the winter. Hills and level country are represented by the sky line, which is drawn in lightly with a pencil 'befor the painting is done. Trees may he cut from green paperond pasted into the picture to represent the foliage.

V. Visualizing Part V.Emphasizing form and substance.. (Leading ques- tions: ilow would you like to build this story on the sand table? How Shall we model the sand for the setting of the story? Of what

_ shall we HUSH the Billy(.oitts (.ruff and the troll?)- Expression.Modeling on the sand table. 110eling.Sand table modeling represents the object more adequately than any other because the three dimensions can be expreSsed by it, It involves a study of form and size, and proportion. In length and breadth and thiekfiess. It sustains enthusiasm and intrigues the.puils' interest indetiniteiy. Cloy modeliv.Building.upon the sand table calls for, the representation of objects itehulk which should be expressed through\the -clay or plastieene medium. In this connection cloy modeling has an unusual value because a compelling nmtive lies hack of the work. 'The effluent of the picture is in the child's mind and not a representation of the. form only.

Visualizing Part V.Emphasizing net ion. (Leading questions Now we have finished the story ; how would you like to play it? etc.) Exprossion.Dramatizing the story. Dramatizailop.Much of the value of this exercise lies in the opportunity

for initiative and resourcefulness which it affords. The children should he as free as possible during this period. After a leader has been selected he should be held responsible for the representation of the play. He should assim the different parts and instruct the (+unifers.- If his effort fails, another leader should make an. attempt to organize the story into dratnatie form and to pre- sent it .before the school. "Hands off" should' be the teachers' slogan if she desires to cultivate initiative in her pupils. A pantomime may he organized by a group of children outside the classroom 1110 after presentation the class may guess the name of the story that has been dramatized.

VII. Visualizing Parts I, II, III, IV, V.Emphasizing oral expression. (Lead- ing questions: Who would like to tell the story? etc.). Expression.Telling the story. Oral expression..1, distinct motive should- lie behind the work in oral lan- guage. Artificial and unnatur al attitudes toward this exercise are fostered if the child is asked to stand before the class and repeat time after time a story with which the class is already famffiar. lie feels that he is being trained and is conscious of it and usually resents it ; at least it tends to make him. self-conscious, and robs the exercise of all Sp011t1111Pity 'and pleasure. Many motives may be used to put joy into this exercise; to tell a story about a picture, he hits'drawn on the board; to tell a story to a visitor; to a class In another room; at home to' mother Or father; or to a pupil who has been absent. Children who have difficulty in oral expression may he asked to give the, entire story, and those who are proficient to'help others by giving .parts.. Grammatical errorkcatt be Corrected while the pupil is giving the story unless this tends to make .him self- conscious; then the correction should be deferred until he has finished.

. BIBLIOGRAPHY. Studies In education: Francis IV, Parker School. Festivals and plays: Chubb. Teaching of language: Chubb. Nature study and 'We : . Hodge. Nature study : Jackman.

The Fox manual for teaching reading: Florence C. Fox. Tiie'poetn.,--Poemisabould be used.
40

FIRST

A KINDERGARTEN-FIRST-GRADE CURRICULUM.

AND SECOND READERS WHERE THESE STORIES MAY BE FOUND.

Folk-Lore with emulative Element,

For Oral Language and Reading.

The Little Red Hen:

Graded classics, 1. (B. P. John Son.)

Hill readers, 1. (Ginn.)

Baker and Carpenter,.1. (Macmillan.)

American school readers, 1. (Mac.

ruffian.)

Beacon readers, P. Ginn beacon readersI.

Horace Mann, P. (Lo ngmant), Green

& Co.)

The beginner's render, P. (Iffoughton

Mifflin.)

The riverside reader, 1. (Houghton

Mifflin.)

The Arnold primer. (Silver. Burdett

& Co.)

Progressive road, I. (Silver. Burdett

& Co.)

New education, Ili. A. B. C.

Carroll antl,,Brooks, 1. (Appleton.)

Bison, reader, 1. (Scott, Freeman &

('o.)

Child classics, 1. (Robbv-Merrill.)

The Three Rears:

Graded classics, 1. (B. F. Johnson.)

Holton, P. (Rand, McNally & ('o.)

Holton-Curry, 1. (Rand, McNally &

Co.)

Baker and Carpenter, 1. (Macmillan.)

The Blodgett readers, 1. (Ginn.)

The national method, 1. (Scribner.)

Carroll and Brooks, 2. (Appleton.)

This beginnerli reader, 1. (ilougton

Mifflin.)

P

The Three Ilears--Continued.

Progressive road..1. - (Silver. Burdett

& Co.)

The Merrill readers, 1'. (Dyer and

. Brady.)

The Three Dilly GoatA Gruff:

Holton-Curry, 2. (Rand, McNally & -Co. Baker and Carpenter, 1. (Macmillan.

Beacon readers, 1. (Ginn.)

Horace Mann, 1. (Longmans, Green

& CO.)

Carroll and Brooks, 2. (Appleton.)

The Elena readers, I. (Scott, Pores.

man & (o.)

The.041 Woman and Her Pip:

Graded classics. ll. (B. F. Johnson.)

Baker and Carpenter. 1. (Macmillan.)

American school rders, I. (MacmUlan.)

Beacon readers. I. (Ginn.)

Horace Mann. P. (Longmans, Green

& Co.)

The Three Little Pigs:

Graded classic, 1. (B. F: Johnson.)

Baker and Carpenter, P.. (Macmillan.)

Beacon readers, P. (Ginn.)

The Gordon readers, 2. (D. C. Heath.)

Progressive road, 2. (Silver, Burdett

& Co.)

The national method, 2. (Silver, Burdett & Co.)

The Merrill readers, 1. (Dyer and al Brady.)
Chapter VII.

INDUSTRIAL AND FINE ARTS.

MARION S. TIANCKEI. nip' ELLA VICTORIA DORM.

As the sole value of life if, school is `its influence on life outside, the aim

of this course will be to promote only such, projects in the constructive arts us will carry over into the children's interests and lives outside as well us inside tne school.

This course is designed to help young children to achieve " social ideals and skills;" as ,well as the "use of such tools and materials as will hest 'serve to

introduce them. to the larger. life." To accomplish "this, the materials chosen will '' provide experiences which lead toward the arts, industry, and sciences." Tho' materials. will not only stimulate activity and thought, but-swill encour-, age the working out of projects which will call. into play other school subjects unit art. - As IZ is the Mission of art. to teach a love of beautiful things, clothes, houses. and other surroundings, to the end that life May be richer and more

full of beauty, it is hoped that this course will farther this mission, so that the children's lives may grow into grat.r harmony with such purposes and

ideals,

GENERAL Al MS.

To develop appreciation, especially of material MITroOlidliirs.

To foster a love of beauty.

To satisfy the desire-to. express ideas- and to create.

To clarify thought through expression.

To provide experiences which lead toward the arts, industry, and sciences.

SPECIFIC ALMS.

To develop knowledge of mastery over material surroundings ()rough manip- ulation and experimentation with common materials.

To developower of judgment through freedom of rholee among various_ materials and plans in attaining desired ends.

To stimulate self-direction through a conscious Mastery of materials.. and 'processes.

To develop ability to work with others in realizing a rollinom purpose.

SUBJECT MATTER.

It is assumed : that the children of the first grade have acquired, in the kindergarten, some skill in construction and decoration in relation to the

needs and interests of their play life. In the first grade the projects worked

-out should be more complex, and greater emphasis should be placed upon

technique, the appropriateness and beauty of decoration when decoration is

required, and greater efilciency in cooperative effort. Some of the projects 99095°-22--4 . 41:
. . 42 A. KINDERGARTEN- FIRST -GRADE CURRICULUM.

should be such as to give children an insight into industrial processes, anti others such as will afford opportunities for decorative effect.. The exercises

in the industrial and tine arts should not be set apart from each other or from

the other ..work of a grade, but both alike should be concrete expressions of some phase Of the subject matter of the curriculum.

In a curriculum organized upon modern educational priliiplesthe subject. matter is of a kind that can he worked out in pr1;tet form, and that will stimulate children to expression of that type. In order to meet these requirements

it musfreenter about the children's needs Out activities at the different stages of their development. The materiarcoutabied in the chapter on subjeet matter has been 'selected in aecordanee with this idea. Mal the subject matter outline

indicates what this should be for chiltken in the first grade and in what. respects

It is an advance upon the work of the kindergarten, which was organized upon

the same basis. With these ideas coneerning the work of both kindergarten and

first grade, teachers will he able to help children to work out projects of worth,

appropriate to the environment and their. own special needs.

ETIlt

Teaching is like playing a game. The rules are known, but the ititlividualities

of the teacher and the children, us well as the materials used, make the results

vary considerably. Therefore" lie teacher must take' .as her, 'whit of departure

a deep knoWledge of children and Materials, using the lattet to develop self -

direction" in the Chiltiv7

She must realize the importance of keeping acts and ideas cloke together, so

'that the school arts neecitd will be an °riptide part of the children's.aetivity.

and of the school-ptiOrrnm as n whole. She must ozganize the work so that chil- dren will learn the elements of artcolor. form, and arrangementthrough

decoration since they learn these elements Getter through decoration than in

any other way. Through the repetition needed in designing they gain technique in connection with ends of worth in their own experiences. In the period devoted to art the teacher should:

1. Provide the right material, and know the possibilities of these and also

the limitations that these will place on the children..

2. Study the children so as to know where they kre in thought and power of

expression, and when they'lteed help.

3. Provide for freedom of choice both as to projNt and material, so that the

material will exercise a stronger influence than the teacher. She should be Ian

observer and guide but not a dictator.

4. Exercise the leadership needed in helping the children to choose what is

best for them at The present time and in the future.

Thel`e Is still much difference of 'opinion as to the amount of freedom that it

is wise to allow children In currying out project work, and' bow much the con- ditions make possible. Roth the general procedure and the specific method here

described assume the conditions, as to the number of children, equipmen4 and

flexibility of program, to. be uch that the utmost freedom can be allowed.

When.flrst-grade teachers lave to follow a rigid time sch bile, the art Period

may be devoted to the initiation of projects which may b carried out -by the

children, during the periods which are devoted to moo- called " seat work." The

results obtained by the individual . children may he broUgh together again in

the art period and discussed and criticised. This discussion\ will give the chilOlin new standards for working independently. The use oethe art period for

project work will do away. with the formal art lesbons whit have no relation .
INDUSTRIAL AND FINE ARTS. 48

to the rest of the subject matter in the first ;trade. Project work in the seat

work period will abolish the purposeless " busy work " which a school superintendent has thus characterimi: "In it all there la no project nor problem.

There is nothing in particular to be accomplished by. the work that the child

does; it is simply to give him something to do, so that he will not bother the

teacher and the cInss that is up in front attempting to do real work. The children who are at their seats doing busy work are getting very little of real education. There is no incentive to develop their initiative; there is no project

to pursue to a conclusion. In fact, the work tlintthey are doing during the busy-work period has not only very little educetional value but is stagnating

in the life of the child." Asstiming the right conditions, the steps In the process

of working out.projets in Industrial Arts would be as followa:

1. Experimentation. In this the children as individuals make things suggested by the material or which are the expression of their thought.

2. The children feel the need for projects of greater social worth than those

which they have evolved, or for a better expression of the ideas which they have attempted. In consequence they experiment again for the purpose of

improving their Isork.

3. The childreir see the need of group cooperation and a more definite plan

in order to carry out the ideas that are evolving in their minds.

4. They may ((loose a group leader with whom they plan the work to be done

and dehle upthr the individuals or groups who shall carry out certain [Asses

of the whole.

3. The children select the materials and do the work assigned.

6. They check up the results, judge jts worth, and plan improvements for

similar projects in the future.

The specific method used in any project' will have two purposes.;

I. To help the teacher to plan carefully with the children in taler that she

. may appreciate every detail of projects initiated by them and t be able to

help them so to organize their activities that real educational values may result. 2. 'T.4) help the children by providing opportunities to do, to enjoy, to teal*, to

sacrifice, anti to share NOW others of like mind in work and play. It should

lead them to increased self-guidance, social responsibilities, right obedience, and right criticisms. . Since the project depends upon a real situation out of which various phases

of subject matter develop in a natural way, it is self-eVident that handwork

Materials and processes play a large part in project work and very often form

the starting point for the project.when the desire to.have some specific thing prompts the attempt to make it. The projects undertaken may be either indi- vidual or cooperative.

The suggestion which prompts the project brill grow naturally out of some

immediate experience which stimulates. the child's instinct to imitate. Playing house and store are ideas always ready for active expression because of children's desire to do what grown folks do. Parades and patriotic celebrations will prompt them' to organize parades of their own, and a visit to the zoo will

prompt them to play menagerie. The advent of a circus will result. in efforts

to play the clown or the acrobat.

In e successful use of the project method the children must feel the fullest res nsibility for the Whole process --the selection; the planning of details, the division_of labor among the members of the group, the assembling of the parts and checking of results, The teacher plays the part of supervising engineer

and as inconspicuously as possible keeps everything moving in the right direr- Uon and sees that materials are ready when needed.. She will be ready with:
44 A KINDERGARTEN- FIRST -GRADE CURRICITLUM.

a helpful suggestion whenever the work halts because the children have exhausted their resources or whenever they.are in danger of losing sight of their

real purpose in some useless or harmful detail. By wise suggestion and advice

she will keep the children from 'undertaking more than they can accomplish

and will encourage them to persevere in what is undertaken until reasonatile

success is attained. These Items, Important at All times, are especially im- portant in individual undertakings. Nothing could be more disastrous than

such a use Of free activity that in any case a child should form a habit of

flitting from one thing to another IrLresponse to whims instead of a serious IIIIIi

purposeful attention to the work to be done. Throwing all possible sense Of

responsibility upon the children does not in any degree relieve the teacher's

- burden. It rather increases it in many respects. It affords greater oppot, tunity, however, for her to stiffly the characteristics and needs of the individual child and suit the work to his needs and to help him to see the relation

-of his own work to that of the group as a whole.

. Projects involving handwork form the best possible foundation for developing art appreciations through the desire to decorate. It is possible gradually

to select from these concrete situations the laws which Make for beauty everywhere and at the same time keep the ideas of beauty closely related to the practical everyday affairs in which beauty counts for much in comfort and happi- ness. . Abundant opportunity for class criticism is of great. importance. Newly

finished work, both individual and cooperative,dkpuld he displayed for admiration and all the strong and successful points fWly commented upon in order

that the joy of accomplishent may be satisfied to the full.

Laterpreferably just before a new effort in a similar direction -the work

done may be examined somewhat more critically in order to discover bow the

best results were obtained and to discover errors and weaknesses which, may

be improved in the new effort. If attention is centered on sonic one or two

points the children will he able to note their improvement more definitely and

in 80 doing gradually build up stanch rds of appreciation.

Representative art.Fine art divides natt al y into design and representation. In class-room practice the element should he constantly stressed not, only in matters of decoration but in iti orderliness and fine, I. c., refined, behavior. Much more time will he given to design because itjs an integral part of almost every process. Representative art, though less prominent,

serves its purpose in pure enjoyment and in developing higher ideals through

greater appreciation. The child's intense love of pictUres and picture making

offers the point of contact for helping him to see and to represent what lie sees.

At first his pictures express his imagery regardless of the facts. The sky and

the grass in his landscape do not meet. He draws a gable at each end of his

house and often adds the people who live within. His trees show many leaves often quite out of place or proportion. Children's inadequate expression may

best be corrected through the use of illustration and sketching. Different kinds

of leaves, fruits, or trees may be sketched until their characteristic features are

impressed upon the children's minds. Children may be led to express action

through drawing pictures of people running. as in Tom, Tom, the Piper's Son,

or as in the Gingerbread bay. . - . Criticism and appr of representative art.Progress in learning to see grows by two tato ..ihrough comment and opinion. Children should

be allowed the full joy o reatiodand als6 the joy of examining each other's

effort. By calling attention to the good points in their work the teacher may

prevent the adverse criticism that woUld discourage further effort. To stimulate
INDUSTRIAL AND FINE ARTS. 45

observation she may ask such questions as " Which boy is running fastest?'

"Which tree is farthest away?" In this way children learn that certain relationships of size, direction, and placing give certain effects.

The second factor in pro ess is example. While the teacher will not discourage free, honest expressio by any disapproving look or word she will con- stantly strive to elevate taste th ough appreciation real beauty. She will call attention to simple elements of beauty in pictures which children can ap- preciate. She will comment on beautiful colors and color Combinations where--

ever fimZiin flowers, In clothing, In sky or snow, in picturesand by so doing help the children to build up their own standards of appreciation quite uncon- sciously.

1)ercloping technique.The first step in art work modeling, drawing, or cuttingis free expression. Since the children now under consideration have

had the work of the kindergarten this first step has been hike% and some

progress has doubtless been made in technique. (Seechapter on Fine Arts in Kindergarten Curriculu.) The added. development of thought on the part of first-grade children will make them feel the need for better expression of

their ideas, and they' will therefore he interested in the improvement of their

technique, but this should not he. Slilide an end in itself. Real improvement in

craft smanshqr must continue to come through the children's efforts at free expression, fellowed.by.effitenent and criticism to show how the needed improve- ment should he inade:*

To secure iPuprovenent in technique without seeming to make it an endthe

teacher will need to,devise progressive series of exercises in modeling, drawing.

and cutting. The following suggestions for cutting will apply in some degree also to children may:

1. Cut single objects for the Joy of doing it.

2. Cut objeets that can Pe grouped together to form a story.

3. Cut oblects that will constitute a poster, to he used as a book cover If

desired.

4. Cut pictures of fruits, vegetables, or flowers .ter the pars of.a fall book.

5. elm paper dolls with appropriate costumes.

Many similar projects can he carried out.

Co/or workThe' children here Limier consideration doubtless learned color

Incidentally in the kindergarten as a result of their wealth of experience in

. the use of heads, pegs, crayons, paint, and paper. The work in the first grade

will give :them additional opportunity to use these colors, and as the :work

grows more complex they will- feel the need for greater variety, in- the tints

and shades. While progress.' will be largely. incidental and closely related to

other projects the teacher should have a definite goal in mind, and, if need be, create situations which make it possible to reach that goal by natural relationships.

Applications.

Choose colorsombinatiOns for hook overs; borders.

Costumes for paper dolls; valentines; and other constructions.

Plan for color effects in dramatizations and plays.

Sketches in crayon and water color, related to school arts.

Lettering.his is introduced into the first grade by the use of rubber-stamp printing or the cutting'of lelters.frOm squared paper. It shOuld be taken up

incidentally only in connection with simple projects that gall for its use. Attention should be given to the spacing and arrangement of the letters so that..

Proper standards may be set and right habits formed. 4
46 A KINDERGARTEN-FIRST-GRADE CURRICULIYM.

SUGGESTED PROJECTS.

The chapter on slOject matter contains many suggestions concerning projects

that may, be developed. Some of those mentioned were doubtless worked out

in simple form in kindergarten, and suggestions are given to show how these

same projects may be repeated to the children's advantage through the use

Of different material or by placing the emphasis upon new aspects of it. Among

these thus discussed are the doll house. storps of different kinds, the garden

and farm, the seasonal festivals, the park, the zoo, and others. Mostly all

of these and others that might be mentioned went(' involve the workjng out

of minor projects. The building of a house or store calls for the making of the

furniture or equipment needed; the celebration of the different festivals

involves appropriate decorations; and the givinge little programs for the entertainment of parents or -school associates might call for the making of costumes by means of whicIllstories could be more effectively dramatized.

Other prhjects will 'doubtless be m

su .ted in rotwection with the several

lines of work. Among these may sets of cards for number or language

games; booklets representing seasonal or other tn. vities; or articles for exhibitions of different kinds. As the year draws to close the children might work

up a program to be given at the school assembly, a local fair, or the representation of a zoo or of a circus for the school or other invited frieinis. Tlie amount

of time to be devoted to any of these must depend upon the conditions-and the

importance attached to the type of work as compared with the other phases.

'The follogiing projects were selected to illustrate types of work and the general method of procedure:

PRoJECTs. , Nature-study book.When the children are watching the growth of their

bulbs in the schoolroom, it is interesting for them to make a ilooklet in which

they keep a record of the growth of the plant. The book should consist of a

cover and separate pages-which may he ridded to the hook when a new record

is made. The children have already had some experience in the kindergarten

in making books and in decorating the (-Over. In the first grade there will be,

however, a more conscious use of design, and when the book is completed better

technique in sewing- the pages and the cover together. The cover of the book

may he made of soft or neutral tints of mounting paper that will serve as a

good background for the bright colors the children may choose for their original

designs. Crayoning, painting, or paper cutting may be the medium used, but

the same medium should he used on both the cover and the pages. The cover

design might be a flower motif in paper cutting.not necessarily derived from the

kind of flower which is to be depicted in the-pages of the hook, but combinations' of green and colors suggestive of flowers. The development tit original

units of design will grow out qt the experimental cutting of folded papers which

the kindergartM children delight in doing. The child in the first grade has more

control of his scissors and will cut larger units from his paper, and make his

results more conscious as he expsrlments. The advantage of paper cutting in

seeuring.a design is that the units can be moved about at will making different

combinations before the final result is obtained through pasting the units. The

title of the book may be printed by the children, and until the children have

learned to do neat work it is often best for them to print the title on a separate

paper and paste it In place.

The inside pages would contath pictures of the plant and the bowl or flower

pot in which it is growing. The drawingof the plant n its different stages

NOM require real study of the object, which is . an a vaiace over the more

imaginative;drawing of the kindergarten stage. The' children nifty print or
INDUSTRIAL AND FINE ARTS. 47

write the date under each picture or,they miry measure the growth of the plant

and record it as " March 11. My plant is 5 inches -tall," or " March 18. My plant has grown 4 inches In d week." A sentence or a verse may be typed for the.

children to paste in the book. such as--

Till some happy day the halls

Open into flowers."

Toy inotwy.-7-There are often individual projects .which are related to the

larger group project. When the children have constructed stores and are playing at buying and selling, there arises a need for toy money. This idea is often

suggested pml carried out by the kindergarten children. but they are usually

satisfied with a very crude product, The children in the first grade, will wish

to cut good cirries to represent coin and oblong pieces for the bills. Out of

diyersity in shape may grow diversity in size. Pennies, nickels, dimes, quarters, etc., will be cut freely or circles will he marked-1mm an object and then

cut out. The children may suggest the use of real moneyto use for patterns, or

they may make use of-circular objects in the room such as milk-bottle tops, the, covers of paste jars, etc. In either case, they will begin to study the relation' of size to the value of the coin. When ninnerals are placed on the coins, a

child has gained a mathematical experience which will be furtherdeveloped as

lie buys and sells in the play store.

. toy tragon.-7111 the kindergarten the children invent crude wagons. The

making of a wagon nuts Have been suggited to them by experimentation with

materials,or they may have been made in relation to a community project, and

this idea of transportation will call tot the making of wagons in ttie first grade.

The kindergarten children often make wagons of paper construction that are merely for the purpose of representation. They jils make wagons from boxes.

Immaturb children are often perfectly content to tie .a string In a box and drag

it around for a wagon.

The child in the first grade hots a more 'definite idea of construction amid a

keener interest in mechanics, Ile wants wheels that will mum around whether

he constructs his wagon front pasteboard or wooden boxes or whether he mak(44

the entire wagon from cardboard or wood. The kindergarten child may be °ontent to fasten milk bottle trips to a cardboard ha!: with paper fasteners. The

child in the first grade may exkriment .with this same material or may sub- stitute spools for the milk bottle tops. Whatever the material he uses, the

value of the project lies in the problem it presents for solution. The fastening of some kind of an axle to the body of the wagon, fastening the wheels on

the axle so that they will turn around and yet not fall off, provide real problems for thinking. 1Vbere wood is used, it will of course be necessary to

prepare the material to some extent for the child's use. Circular pieces for

wheels. .different shaped oblongs for sides, etc., and slender pieces for axles and

tongues shouldhe provided. The child should hinge to select the pieces, how- ever, best suited to his purpose. Sotne moditleations such as sawing the long

slender pieces the right length for axles, and boring holes in the center of the

wheels should he worked out by the child. The test of the product Is not the

perfect result, but how much thought hits gone into Its production.

Vocabulary/ book project A. group of beginners in a first grade wanted a hook and a primer was given them. They were charmed with It and asked to he allowed to take it home. Since they could not read the 'stories they

eagerly adopted the that each one make a book and put into it the

words that he 'or she knew. This they could take home when It was finished

to show their,mothers how much they had learned thus far.
48 A KINDERGARTEN-FIRST-GRADE WIRRICITLIJAL

The children made the hooks one afternoon and for several days welcomed

drill on the words they must la, sure of before_ they were allowed to put them - into their books. As a result they learned more words 'thoroughly and quickly

than they would have learned in any othe' way. The children as well as the

teacher deided on the strength or weakness of the Individuals. They gained Skill in making the book and pasting in. the %voydm------written by the teacher.

Later -another and nUnI. complicated book was made in which %vete pasted

pictures of Baby Ray and his pets, and reading matter descriptive of the same. The children experienced the it)y of accorttplislitnetit pit! an iii Iretus was gained

for further effort when after hard work they took the books home to show

their mothers bow machthey knew, and why those- %cords were needed.

Through this common experience the group gainedinuch of socializing value,

wind. a community spirit was promoted. 'This was seen - particularly in the will4

bigness to help " the weak brother."

.1 florist shop carried out in -a first grade as described.)A child in the

first grade who is it close observer and always ready with ideas, said that she

Avished We could hacefklihrlst's shop in our mchotdroom like one she saw down

town. She told the class how it was arranged. Iler over was 'contagious, and tor a while many little vidces were heard all over the room offering

suggesrions and planning for a florist's ship. Finally it was agreed upon by

the class.to have a florist's shop and to plasm seeds and raise flowers to sell.

The next day hullos and dower seeds Were brought to school. also pots,

boxes, and garden tools. Thi:4.1ed to a study of soil, The class was taken to a

vacant lot nenthy where they got the s4)11 itt.st suited for certain flowers. They were miim) how to mix the! fertilizer with it.

After days of patient watering and wati lfing. the green leaves peeped out

of the ground. Ilow pleased the children were. Day after day they watched with tomb interest the little plants as they appeared, find smite of Mein kept

a record of the days the seeds were hi the ground.

fly and by the time came for a sale. There were nastartiumm, pussy willows

(which had been rooted in water), sweet. alyssum, tulips, pansies, narcissus,

morning glories, 1110 Jouaiuils. The potted plants were wrapped in colored'

paper which was very effective, and the cut flowers (brought by the children)

were arranged in baskets. Good judgment WaS used in pricing the flowers.

. These knile were atrouized not only by the children in the class, but by their

parents, by fries is in 1)ther,grades, and by sonic of the teachers.

Practically all hasetLof the course of study were covered as the natural outcome of this project. Planning for It (Meml splendid oral language training.

Much knowledge of nature was gained. Nature poems, stories. and songs naturally arose with the develoriment of the project. . 00d thinking was done iu connection with the handwork. The florist shop

was bunt of bricks and blocks. The, desk was also made of bricks and blocks

with pasteboard cash drawers that (lad slide In and out. The. buys made

some of the-flower boxes and a few clay pots. The girls worked on catalogues.

Monte of the flowers were free -hand drawings, and others were cut from catalogues that weve.giveri theta. The signs fbhvertising the sates were Illustrated posters made by the children.",

-Beading Was necessary to tell the names of. the seedslnarked on the pts,

to read'orders Odom and the "sold slims. The shop offered. splendid drill In..

arithmetic. The shopliceepjers. chsinged and counted real money.; they sold

plants by the dozen or, half dozen.

This project proved valuable not only for Ole language reading, wilting, and

arithmetic which were necessary tor its development, but it stimulated the
. INDUSTRIAL AND FINE ARTS. 49'

.

. children to have home gardens, to take more interest in bringing flowers to

' , school, and to report on walks in the woods and the tv-ild flowers seen. A local fair.The reproduction of a fair which the children have attended

affords them an opportunity to express what they. saw and heard. This can be given in a school h4l1 or Ant of doors if the weather permits. Such a fair

should be planned with little guidance by the teacher. he will provido the materials that will suggest things to do and' how to do them, and help the

1 children to organize the plan so that simpler forms will be attempted than

1,, ,'

.. they would he likely to select. Her aim is to Five them. opportunities for choice and failure, to keep them from becoming discouraged, and to help them l to check up their results daily." The suggestions under " Method " will indicate

what the general procedure should be. Opportunity for 'the use of the inr; dustrial and tine arts will be afforded in the making of booths. posters, &corations, costumes, tickets, prizes, and souvenirs.

The exhibits may form the first phase of this project. The teacher will help the children to recall the exhitlits they saw and discuss with them the ones to be reproduced. Thesi.: might b''nfiilk products, cattle and poultry, cooking, handwork, aud'school arts. In the milk products exhibit the children might sell milk, and make and sell butter to be served on crackers. Some means could also be devised to demonstrate the need of milk for all children. For the cattle and poultry exhibit the children might bring their own pets or toy animals. If this is impossible the animals may be made of clay, plas- ticene or cardboard. This would call-for the akha,4of coops for the chickens, kennels for the dogs, and I:Mills for the horses and cows, and would furnish

an excellent point of departure for a discussion of .the housing and care of these animals.

The cooking exhibit might contain a kitchen and cooliing utensils, and

'perhaps loaves of bread, cake, cookies, etc., made of clay; The children might

i; takes and sell lemonade and camig.,

. The handworr and school arts exhibit will give an opplirtunity for each

I grodi. in The selol to contribute something so that all the grades may feel-- that they have a part in the fair. ''- The preparation for these exhibits would probably require about two weeks. The second phase of the fair project might be the side shows. Here also the teacher and children together would discuss this side shows seen of the real fair, and agree upim the ones to be represented. The following ores might be agreed upon. A play composed by the children from a plot in some

story they have heard or read; a merrx-go-round; a trick dog or ponythe parts to-ken by children ; a tall man and a dwarf; and perhaps a tat lady. It Is well to have all the children take turns in practicing for tlipse side shows

for the joy of self-expression, and for the stimulation of latent talent in hull1111110 children. The children themselves can definitely assign the parts ,to 4 11111) villun I children when the dine of the .falr draws near. The preparation for this phase .would probably occupy a week.. For materhils for construction

work see Kindergarten Curriculum, page 23, and for Art Materials, Kinder-

. garten Cur4leulum. page-35. . . AnAther phase of his project 'might. be a track meet,, This Might -include the physical aetIviti carried on daily in school to give the children

. good ., . posture, such As: .

. I. The imitation of animalsbirds fling, hopping, or walking; seals flap- ping their fins; frAga:11mping; dogs mining; elephants walking. 2. Somersault exercised, hurdle racing, jumping, or hopping:

3. Simple singing and folk .games.. .
50 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

Such a project may seem ambitious for first grade children, and it may be best for the grade to undertake only due booth or side show, the other grades

of the school contributing the remainder. If the project is kept simple it will

afford many opportunities for growth along all lines that will touch the children

and the community. The children will gain In self-direction, personal respon-

...41bitity, self - criticism, and appreciation in its several aspects. Furthermore

such a project should yield for the children a greater knowledge of themselves, their needs and powers, and of animals and theit care. , The physical training vecessitry to perform even simple bodily exercises.

The school arts needed in reading, counting. measuring, making and selling

tickets.

The skills needed to make and decorate the things required for the fair.

The perseverance needed to carry on the-work in spite of difficulties.

ATTAINMENTS.

Physical.

1. The use of the body t hand and feet, etc) in freer, more coordinated ways.

2. The ability to take out and put,away materials in an orderly way.

3. Ability to get the materials needed without disturbing others.

Ifelia/.

1. Independence (self - directed).

2. Ability to ask for help when it is needed. ' 3. Ability to observe*pleasing forums, arrangement, and colors.

4. Direct knowledge and skill, which include-ability t

(a) Solve problems in connection with industrial and tine arts, and the

school arts, etc.

(b) Persevere for an end of worth.

(c) Find leads or stimuli for new projects,

(d) Begin again, after having

Social.

Ability to work and play with others, No as to grow in1. Consideration for others..

2. Cooperation with others.

3. Initiative.

4. Right obedience in social situations.

5. Personal responsibility.

6. Right feeling of independence on others.

7. Right feeling of.respect for the opinion of others.

Spiritual.

The by-products of feeling, attitude, and appreciation, etc., which affect

thought and behavior.

In every lesson, the teacher's skill will be seen in her ability to ask herself

the following questions, and act on her decisions:

1. Are the children active (mentally and physically, etc.)?

2. Is the activity useful in the children's lives now. linti probably Mr the

future?

3. Is the activity Produced by the teacher or the materials primarily? , 4. What prvOrtion of each, if the teacher is giving guidance?

5. What results can probably he expected in habits?

6. If the results are unsatisfactory, does the fault Ile in the materials, or the

teacher?
INbUSTRIAL AND FINE ARTS. 51 . BIBLIOGRAPHY. Adams, Helen M. When mother lets us model. New York, Moffatt Yard & Co., 1916. 95 p. Miser, Frederick G. The elementary school curriculum. New York, Macmillan Co.,

1920. 466 p.

elements, Katherine. Social application of painting and drawing. In Francis W.

Parker School yearbook, Vol. 3, June, 1914. Chicago, Francis W. Parker School, [19141

Dewey, John. The school and society. Chicago, Univeralty of Chicago Press, 1899.- 129 p.

The child and the curriculum. Chicago, University of Chicago Press, 1906. 40 p. (Contributions to education no. 5.)

Schools of to-morrow. New York, Dutton & Co., 1915. 316 p. Moral principles In education. Boston, Houghton Mifflin Co.. 1909. Interest and effort. Boston, Houghton hilffiln Co., 1909. Dobbs, Ella Victoria. Primary handwork. New York, Macmillan Co., 1914. 124 p. Illustrative handwork. New York, Macmillan Co., 1917. 223 p. 11111, Patty S., and others. Experimental studies In kindergarten theory and practice. In Teachers College Record. Vol. 15. January, 1914. New York, Columbia Untversity, 119141. 70 p.

Krackowizer, Alice M. Projt.cts in the primary grades. Philadelphia, J. B. Lippincott Co:. 1919. 221 p.

Kilpatrick, William ii. The project method. New York, Teachers College, Columbia

University. (Fifth impression.) March, 1921. 18 p. Moore, Annie E. Pennies and plans. New York, Macmillan Co., 1919. 124 p. Montessori, Maria. The Montessori method. New York, F. A. Stokes Co., 1912.- p. 86- 104. Palmer, Luella A. Play life in the first eight years. Boston, Ginn & Co., 1916. 281 p. Sargent, Walter L. Floe and Industrial arts In elementary schools. Boston, Ginn &

1912. 132 p. Scott, Calvin A. Social eihication. Boston. Ginn & Co., 1908.

Tanner, Amy B. The child. Chicago, Baud, McNally & Cu.; 1004. 430 p.
Chapter VIII.

NUMBER.

By Alma: I.. 1I units.

Before proceeding to the quantitative experiences of first-grade Children,

attention is called to the. following abbreviated r6sum of replies to an inquiry made of kitillergarten teachers in different clues regilri/Ing the quanAitatisve experiences of children. In the kindergarten.

The aim in the kindergarten is to awaken consciousness and quicken p.:rception in relation to wiantity and measurement. These results are to be reached

as far as im)sslide, not through formal instruction but through seemingly Inidental experiences, which call for the following: (1) Comparing and judging with regard to more. less, fewer, larger. smaller,. etc., without exact

measurements; (2) measurement by counting to find out how nanny;

measurement by units of length or surface. when needed. In 5010015 with a

large enrollment of non-English-streaking children the language work confleeted with the number exercises is us important us the judgment which the

child forms and tries to express; brace in Ow kindergarten birth perception

and expression in regard to number provide a good basis for the later, number

work in the grades. The oftener the kindergarten tencher presents opportunities

which call forth. a perception of quanlity and awakens the impulse to measure

the quantity in some way, the better the pupil will be prepared to take up the

work of the succeeding grade.

All kindergartners seem to agree on the following quantitative experiences

of kindergarten children:

1. Counting: To find t n number of children in the cirele. (-hail:: in the circle or

- room, blocks used: objects constructed, objects S4 VII on walks, pennies brought. in for savings stamps, squares in the 11; square fold, etc. This counting may sometimes he enrrieMl on to 1(X). 2. Construction:

Oral expression about the work in construction proVides ninny opportunities for language training in relation to number. The activities'

as suggested in the Kindergarten Curriculum would afford elementary knowledge of the facts listed under the following headings: 3: *Fractions: - 1V1101,es, halves. and possibly, quarters. 4. Measurement :

Length,--long or short. Widthwide or narrow, thick or thin. Units--reubes, or bricks when used in building. 5. Wines emphasizing number:

Aluftin Klan (1 and 1 more,' 2 and 2 more, 4 !Mil 4 more. " So:8 of us know the...Muffin Man."

nrickadus (5---" 1 flew away and then UHT. were 4." etc.) Little Indians--(10). memersparents, children, brothers, and sisters. Sense games--feeling the number of objects.

From clockshort thne, long time; how clock looks at 9 o'clock. From calendar dayo of week. . 52
NuA113LR.

7. Proportionin industrial arts. Chimney too large for house. Furniture too small for room.

8. Recognition of number.

Groups -4 children here, etc. All are agreed that the definite results 'expected are- 1. The child's ability to compare and to state his judgments concerning com- parative quantity, sizttiength, etc. (more, less, large, etc.). 2. Knowledge of number names and the abiliLy to count as far as his school- 'room experiences call for. 3. The ability to cut, draw, measure, and estimate:

During the first year there should be no realty formal number work. The, basis for such as there is should he the cild's experiences and the knowledge

tunuber Atained through the activities or home, schid, neighborlasst and situations arising through these. Whik. for the child it should appear hid- dental to these situations, it should be definite In the mind 'of the teacher.

The child's untidier ,,,041 is in his toys, games, work, and play. A child's interests and needs in relation to number are first expressed through the

rhythmical activitiesof collating, measuring, and grouping. For the purpose of gaining power and skill, provisions for those should be in response to some definite conscious neeil on the Ilan of the chilli. who should feel the reality of the situation.

53

GENERAL A I M.

To lay the foundatiiin for that type of mathematical instruction which in the

more aqvanced grades functions in its obvious neod (1) as a tool for the actual business situations common to everyday life. and (2) as training in social in- sight through siwial situations conumin to all and special to no class.

SPECIAL

Through the various forms of motivated activities to build a body of mathe- illitical imagory that shall form a basis for formal number,facts and problems. To secure the child's grasp upon noedoNI windier facts through familiar ex- porience instead of through (Orillal instruction and rote work. at "MT M ATTER.

The interrelations between slibject matter and method in this subject seem so complex that they are differentiated with difficulty. It has been stated that we are dealing with the quantitative experience of this period of the child's life. Our subject matter, then, collies from utilizing such of the child's own experiences An school and out of school as entail some degree of mathematical work and supply the body of imagery that !manses the basis of ilk inatherhatical

knowledge. It arises from (1) such geial blays as playing store, post office, going to market, and other imitations of the grown-up world; (2) from such Competitive games as ring toss, bean bag, dominoes, etc.; and i3) from his riga:. thins to other material to which number is incidental, such as measures.

As- regards mathematical facts End skills, this subject matter should inelUde what a child first requires rather than a hard and fast number limit. To illustrate, it is conceivable that a child might have a need for knowing that a nickel and a dime make 15 cents, or that a score of 9 and 3 make 12, or that

the bank account had risen from to $4.75, or that the food for the schoolroom

pet cost 2 trines 15 cents, an expenditure which would have to come from the fund of 40 cents; and that this need mightpresent itself before he had learned all tite patriLof;immber which make *84' A number fact should grow out of
54 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

its relation to some project in which the Individual or group is interested;

such as dressing a doU, making a playhouse, buying a new picture or table

cover, collecting money with which to buy seeds for the garden, etc. A child's

daily life both in mid .out of school is filled with many such quantitative experi- ences. Based on a previous statement regarding the child's interests and needs, the

folloWing is an organized presentation of subject matter:

I. Indefinite comparisons, and familiarity with vocabulary9 similar to following:

taller tallest smaller s lest.

shorter shortest longer longest

higher highest heavier heaviest

lower lowest nearer nearest

wider widest larger largest

II. Counting for exercises in physical training:

Number of windows in room. , Number of papers or books for the class.

it/Cumber of children present.

Number absent.

Number of boy.s1---0

Number of girls.

Number of desks.

Number of stars in the flag.

Number of hooks needed in wardrobe for girls.

Number of hooks needed in wardrobe for boys.

Stamps, marbles, number of buttons needed on clothes,

By 2's, rubbers, mittens, always 'baying in mind reason or motive for

tale counting.

Children by groups -of or 3's, as in marching or games.

Number Of valentines needed for presentation to the kindergarten.

Number of erasers, library books, etc., needed for a class.

III. Measurement:

1. Inch, foot..yard.F.xperlencem such as finding the height of

a child in feet and inches, the ditepsions of desks, the

distance apart which children should stand in marching

or physical training as distance from goal in game;

measuring paper to cover hooks, yarn to tie number book,

oilcloth for plant table, burlap for background for picture

exhibit, rug for use in conversation period, decorations

for special occasions, cloth for costumes used in dramatizit Ion. Problem : Will the table go through the door?

Can the chair be placed under the. 'table? How many

yards are needed to make curtains for the play theater?

2. Pint and quart. To know the diffeFence between the pint

and quart, relation of one to the,other, also of the cup to

the pint, e. g.,11 pint of milk contains two cups of milk

for luncheon.

a Dozen (Ind half dortn-In relation to things bought...by. the

dozen, e. g.1 pencils, books, eggs.

'IV. Money.Through experiences with stamps, car fares, newspapers, mar-

. bles, jaekstones, buying school material, food, school lunch, milk, doing errands. Through school projects of collecting

papers to sell; buying' and selling in play store with toy

money.
NUMBER. 55

V. Reading numbers. The pages in the book, street ntimbers, clock face,

figures on stamps and hills, calender, prices of articles in

stores and play stores, fire-alarm boxes, numbers on rooms

, in the building.

VI. Writing numhers.Writing nundiers required in marking prices, making

toy money, keeping accounts, keeping record-of score games, number

book. P VII. Number series and combinations.Counting is enjoyed as rhythmic sound.

After control has been gained over nutipei combinations, these are

enjliyed as gaines for testing mental accuracy.

VIII. Inca/MumThrough exeriences gain fainillarity with a specific vocabulary. The following is suggestive only, as there would be variation

according to locality.

square figures price

cube add . charge

measurt space receive

equal middle change

divide right admission.

length left count

wilt it corner inch

center edge foot

opt losite less. -

!At Ell it .

The teacher who is in daily contact with the problems of childhood in general,

and of one group in particular, is the one best fitted to interpret conditions and

clasise the tools of instruction. There should then be as great variation in the

teaching methods as there is variation in the conditions for their use, and these

are endlessly changeable. A teacher with a sympathetic knowledge of childhood and a scientific knowledge of mental life will focus attention on the child

as the active factor who is to he given most careful consideration.

In a large way method should he "'situation by .situation rather than process

by process." with the object and the local problem the starting point. While

in its universal school practice it may not always seem possible to thus relate

the work in number to some procedure of interest, it is essentially important

that the work be concrete, not merely in the sense of teaching by means of

objects, but concrete in the st:nse that the situation is within the child's under -

standing and one in which he takes a vital interest.

Procedure must not be regulated merely by something to occupy a child's

hands. that is, by merely 'Final inanimate objects. It must- he a procedure

growing out of the need of his thinking life, his acts, and experiences. In other

words, it should he a motivated situation which is involved in his own life,

There are ceftain principles of procedure which should he considered. These

are:

(I) The sup;estion of the preceding outline of subject matter which starts

out by (a) narking indefinite comparisons, proceeding to (b) counting, thence

to measuring, etc.

(2) The general, procedure that number should he applied to (a) things

tangible and present, followed by (b) things familiar but absent, thence pmmeding to (r) abStract numbers.

(3) The Presentation of the idea should be always through spoken language

until the situation becomes fainillar.
561 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

There shoPld be usage without much formal repetition until near the close of

the year, when there should be summaries of 'simple facts'and practice for

facility.

ATTAINMENTS.

1. Attitudes, intcrod, tqAtex.At the close of the first year children should

have all.lippreeintion of the fact that arithmetic is not only skill in calculation,

but that 'it satisfies the quantiative needs of life. This attainment is based on

the supposition that throughaut the year they have had abundant opportunity to

express through imitation their intrinsic interest in the institutional _occupations of their elders.

2. Habits, skilla.At the close of the first year children should have acquired

A degree or self - dependence and initiative through having worked with

things in expressing individual or group ideas.

Familiarity with the foot rule, and ability to draw and measure relatively

accurately with it.

Ability to estimate length and width of object in a limited way.

Abilitt to follow simple printed directions: site' make it 2-itch square.

eat inehes of string: cut twO12-inch strips. etc.

Ability to follow simple printed directions. usitaz such WitrdS1 as Blisasurv,

fold, paste, count, build. cit..

3. K nowlydge. information:---At the eh we of the first year children should

be a bit--

rD, count by l's, 2's. 10's.

To eount backward from 20.

To group objects five 2's, SIX 10's' etc.

To recognize small groups without. counting, e. g., 2 marbles, 3 sticks.

To recognize larger groups, in a "dominoe" or uniform arrangement

To reeognize a cent. !tickle; dime, quarter, half dollar, and a bill.

To know value of pickle, dime, quarter.

To 'recognize numbers 1 to 100.

To write them from dictation.

To recognize the Roman numerals.I to XII.

To know through experience the meaning of 1,4, 11,i, =

BIBLIOGRAPHY. Harris, Ada V and Waldo, Lillian M. First journeys to numberland. Chicago. Scott, Foresman & Co., 1911. 143 P.

Hoyt, Franklin N., and Peet, Harriet E. Everyday arithmetic. Boston, Houghton Mifflin Co., 1915.

Klapper, Paul. The teaching of arithmetic. New York, D. ApplOton Co.

McMurray, Chas. A. Special method in arithmetic. New York, hintmillan Co., 1916.

225 p.

Suizallo, Henry. The teaching of primary arithmetic. Boston, Houghton Mifflin Co.,

1912. 123 p. Thorndike, E. L. The teaching of arithmetic. Chicago, Raild, McNally & Co., 1921. 265 p.

Weeks, Ruth M. Socializing the three It's. New York, MacMillan Co., 1919. 183 p. Wilson, II. B., and O. M. Motivation of school work. Boston, Houghton Mifflin CO, 1910. 265 p.
Chapter IL

PLAYS AND GAMES.

Ity Gm. II +tintsliN and 1.1-11.1. A. PAI.Ntmi.

Plays and games are essential Tuna!: of e4111eatioll at 11 and 7 yturs to age.

physically, mentally. and -socially the child is Its a plastic state. and play

exercisiL promotes hot 11 .flexibility and control iu all these directions. While

it same tyleS of activity May he coo/hilted from the Otalergartell Into the

first grade, a year of kindergarten training will result in as desire. for a more

socialized form of ploy. As a chihi AleVelopi: mentally andl becomes less Indivillualistie, he desires to elaborate-his play hy making more detilikt rules

;ld Icy including' playmates.

CI:NI:HAL AIMS.

The general are similar to those stated in the Kindergarten Currieulum:

To develop physical strength. conerol of 11iy, and PASO anti- grace of

movement." The kindergarten training has made a 'beginning in these dlPePol"

lions. and the first grade should continue the training y. requiring. a morc

organized and controlled form of atlivity.

ro give training in social cooperation." names are an important agency

in developing social organization. Wring, the first year shot.ld be given the

preliminary training which is the foundation fur later orgarized team work

under a chosen leader.

."fo help interpret experience." It is through dramatization that .a child

enters most thoroughlyssitito the experiences of others. lie strive to develop

expressive use of his body in tinier that he may interforet. feeling. Dramatization stretches l,i visitto, adds color and-vitality to his personality. and arouses

him to resoure fulness, enthusiasm. and standards.

SPECIFIC AIMS.

To provide time and place for physical activity, which is at thiS age,-neeefi- Sittli for tihysical growth and mental development.

To promote free, joyous activity.

To develop alertness of the different senses and quickness tlf response.

lip promote various skills such as will moire bodily coordinations and

muscular control for accurtley, swiftness, or grace.

To provide an opportunity for the exercise of the instinct of imitation. . To give training in originality through constructive use of. the imagination.

To encourage interpretive use of the body in facial expression, gesture.

speech.

To present opportunities for developing leaders who can organize -groups

to execute plans..

To give training in doing one's share in a group to secure the success. of

the group.

99995*-22L-5 57
58 A KINDERGARTEN-FIRST-GRADE CURRICULUM.

SUBJECT MATTER AND METHOD.

Subject matter is found within the various forms of hysical activity which

. are necessary at this age to promote physical and mental health and social

adjustment. This activity takes the foetus of Sense games, plays on apparatus,

ball games, rhythmic play, -singing games, contest games, dramatization, and

(twie& Arithmetie and word games will be discussed under other headings.

Some .9amca.The sense games played this year should require keennes.s

or quickness of perception and it controlled or a imick response. They should

be games in which the child... measures his ability in relation to others. The

following are types of such game.s: Little Indians, Magical Music, 'I say

Stoop. When the children have gained a fair degree of (Naomi in playing .the

game, more difficult rules shotild be introduced or another game substituted.

Plays us apparatimPor healthy muscle development there must .be. frequent opportunities for free Way- on slide, ladder, and rope swing. Balance

boardsband swing bar are also very useful. Such ploy should exercise the

latW. muscles of the trunk as well .as arms sail legs; these are the parts of

the boll-km(4st needing a developing use without strain. There should be no

Competition "connected with the use of the apParatus.; the aim is to develop

vitality and courage without recklessness.

Bull flames.--,-I'lays with a hall this year require hotter coordination of (by,

and hand, Its, rolling a ball so that it \sill stop in a small circle or will knurl:

another ball out of the circle. A game,similar to tenpins can be played using

only six pins.; scores should be kept. -AVItrowing game good at this tinge is

Ring Toss; the children can make their own hoops and standard. bodge Ikon

and Quick Ball demand contl'ol of the ball, as well as alertness and quick action.

khythinii- play.The rhythmic play of the first ;mole a's takes such

free forms"its skipiing-rote or jumping hurdles set at a certain distance

It is Sometimes found in the singing games where 'words are acconutanied. by

gestures, as in the King of France. More often the rhythmic play econas aj.

simple dance. nor instance, if the children are playing rinvides, they will

wish to show how tilt. 111'0%1'111e suddenly .311411.11I'S, 110W Ile works, how he tiptoes over the grass, gel how he suddenly vanishes. The. repetition of, these

different Interpretative. movements In a sequence with a climax constitutes a

brownie dance. Other iiMis that may be carried out in this way are such as

the ttylm.% fir birds, movements of aitimals, fulling of autumn leaves. As one

great value of hythmic play lies in the free,, overly repeated motion, such

plays should be carried on iu .a large opeu space. Where this is not posslide, the number of children taking part should be !Milted, to permit of right

dt;velopent.

Singing gallic14.The .singing games which call for the participation of the

group are Oats, Peas, Beans; Pop Goes the Weasel; Neighbor, Neighbor Over

-the rWaY;.The Seven Jumps; and Skip with Me. Examples of Cbntest singing

games are .Tolly is the Miller, Drop the Handkerchief. ,Singing should seldoM

accompany games except when it isineceasq6. to secure concerted group action.

At other times- It confuses a 'child's thought and retards the action. 'Used to

excess, It 1110 result in at habit of singing with -poor tone quality.

Contest games.BesIde!4 the competitive singing games mentioned above.

there are simple racing games not gullies such as .Potato Race, Skip .Tag.

Crossing the Brook, Cat and Mouse. At the beginning of the year there should

40 be few rules, but. these should be clearly .comprehended before an attempt is.'

nutd6 to play.' U is the children who. should correct errors, not the teacher.

The gullies for this age' should test speed, anti control, but not endurance..
PLAYS AND GAMES. 59

Gradually the games should' be mademore difficult. No rewards are necessary : the joy of accomplishment is its own reward.

rumatizotion.The dramatization which arises in the tirst grade may he

the rather free expression In connection with activities being carried on in

the classroom, as in playing post office or store, or it may he. the playing out of

an excursion. going on a picnic or to the circa's, or it may be the mo-re organized

form which develops in the effort to interpret a story which has been heard

or read. A list of the stories which will lend themselveS, to this type of

c\Pressioll is givrn in the chapter on literature.

In dramatic play every true effort shotihi be encouraged, however slight,: a child must gain confidence in.hiniself to express without being self-caiscions.

Ile must lose himself in the part he. is playing, put himself in the place of the

other, assume the character and mood. A desires mast be developed to give

the hest of which the child is capable, to improve at every attempt. The ability

shouhl be developed to offer criticisms alai suggesibms 141141 .to accept those

%%hi' would ipiprove the characterization. There should be no drill, no

monotonous repetition. Increased power should come through variation,

through additional touches to improve the new attempt. Creative and hall-

% idual thinking will be fostered by encouraging the children to make up their

own dialogues. Conversations should not be mnairized. Cosjumes .may he

introduced when the children feel the necessity for more clearly .defining the

diameters. When the costumes will aid In developing the nasal to he portrayed.

Reward comes in the joy found in team accomplishment and in the knowledge

that pleasure is being give! 1(,....', others. - Heal dramatic work generates an

a tmosphere in Nvitich each p Non is either a dynamic and dramatic impers4-

ator or a creative and dramatic listener with the imagination stirred.

Iinces.liehles the interpretative dances mentked under rhythmic play.

there are other dances wILich children can originate by making expressive

movements to aeeompany instrumental muste. Music as the Chimes of -Dunkirk, I.adita. Indian mask, portray (flood and with marked rhythin, so that

children will quickly and joyously decide on as sequence of movements to

acconitiany them. riginid dances may he composed in response to some intensely delightful occasion, as bringing in the Christmas tree or raising the

trimmed maypole. . As often its possible games, with the exception of dramatizations, should he

phiyedo,out of doOrs, even in cold weather. When they must he carried on indoors the windows 511011111 be openell to 14111411 fresh air. As many Children as call comfortably do so should take part in a game: the Jimit should be the

leargeslmmtberfo whom it is possible to 'give the training wide!' 4.44111eS through

the gatne. Children stioul* never feel that'a game, has such a finished form

that it ran not be improved: games which are used often and never varied lose

their educational value. Suggestions 511011141 be encouraged for new ways Of

Using apparatus. for better characterization in dramatic play, for rules requiring more skill It) contest gapes. for more graceful dancing steps.

ATTAINMENTS. . Attitudes, inlcr,RIR, tastes:. AppeelatiOn.of health, strength,. and grace. In,

terest in improving eoptrol over the hotly to nuke it stronger or ttioregrtwera

liptesting the degree of control gained, in occupying leisUrenioments for praein develciping the qualities that make for leadership, in proving adequate

to the share assigned in group play.

skit1ft: Sureness arid graceof movement: Alertness to suqoundings.

Ability to net upon directions. Control in order. to accomplish Individnui. or
60 A KINDERGARTEN-FIRST-GRADE CURRUTLUM.

group purpose. Assistance in making group rules anal abiding by them. Doing

one's best under all conditions. Acceptance of fair defeat uncomplainingly.

Avow/edge, information: Facts acquired through dramatization. Ways to

Ise. control bodily movement. Qualities necessary to function effectively, in

group, or to become a wise leader. Fair play andjustice.

Of all people. children are the most Jmaginative. They abandon themselves without reserve to every illusion. No II lan. whatever his sensibility may he, is ever affected by Hamlet or Lear as a child by the story of Red 'tiding Hood.

'The child imagines himself to he the character; the actor does wit. The trained

intelligence of the actor interprets the character to the observer.--E. .S'othern.

ntatmant.tetri-.

- Ilaneroft. Jessie. Games Tor playground, home, school, glinnitsium. New York, Nlactuillati Co.. 191S.

Burchenal, Elizabeth. Folk dancing' and singing' games. New York, Schirmer. 199fi9 Cabot, Richard C. This soul of play. New York. Playground and Recreation Associa

tion of America. I l'amphle

Chubb. Percival. Value and pl It of fairy tales In the (lineation of ellilflro.n. Ia Na

dorm! Educatioft Associall n. Proceedings. 1905. p. 571. Cook, II. Caldwell. The play ay. New York, I'. .1. Stokes Co., 1917. 3417 p. 4'noke. Flora .1., audio/I/erg. e soelal ',mike In school work. In The Francis W.

Parker School yearbook. Vo 1. . ne. 1912. Chivas:it, rninels W. Parker School

[19121. 139 p.

The morning exercise a. a socializing Influent,. In The Francis W. Parker

School yearlSaok. Vol. 2'. .tune, 191:1. .1114.114:14, 1..1'4111CIS W. 1.11.11(.1' S1'1144441 1191:11. 197 p.

Curtis, lilnora. 1V. The dramatic instinct in education. Boston, Houghton Mi,alin

1-191-11. 215 Lo. Gesell. Arnold I... and Gesell, Iteatrit.e 1'. 'The normal 011111 411111 primary education.

Boston, Ginn & t'o., 11412. 3-12 p.

Hall. Stanley G. Youth, New York, II. Appleton Co., 19011. 379 p. Ilettiger. .Vice. The kingdom of the child. New York. E. I'. I rut1on Co.. 192o. 1511 p Hill, fatty S. Kindergarten plays and games. in kindergarten Review. : 010-42

[1916]. Springfield, Mass.

Johnson. Gf.orgt. E. Education by plays and games. New York. Macmillan C.. 1907.

p. 231. 141'1% 410141.1411. 11141Y In education. New York. Nlacmillan 1!415. 500 p.

Palmer, Luella .1. l'Iny life in the lirst eight years. Boston, Ginn & 1910. 251 p
Chapter X.

MUSIC.

By Coto Nsi.: BROWN.

INTRODUCTI(N.

Appreciation of any art is a matter of slow growth and education and is develoot.1 by el.'s(' association With its masterpieces.

lite value of the kindergarten to the educational system lies in its successt

in providing for children opportunities for social and cultural experiences that

the home can not guarantee. and without Which the more formal work. of the

grades loses much of its meaning. To the music educatton of children the

kindergarten contributes opportunity to participate in music expression through

singing anefhythm.

Not being held to a definite course of study nor restricted to a daily flute

distribution. the kindergarten teacher can select her songs, from the standpoint

of art rather than drill, and can be guided in the selection by the interests and

experiences of her ehihiren.

The greater freedom that is made possibly by ale movable furniture of the

kindergarten room, and the assured presence of a piano. give an opportunity

for rhythm work that few first grades enjoy. Thus, in the kindergarten may

lie developed a musical taste and expression posing the children that give the

teacher of first -grade musie.the beginnings .of a cultural foundation upon which

may be built the superstructure of more formal music education.

It twist he 'remembered, however, by those who are teaching reasons and rules

that that taste.pand expression nets! clatt,inually to he developed and ,strengthened. Music teachers should 'never forget that joy is the giratest contribution of mush. to education, and that the pleasure children take in it is the

measure of.their ability to understand its forum! side.

In the first grade. children should become conscious of the process in that

which has hitherto been primarily sponioneons. This new element .applies to

music as well as to number and language, and equal precaution should he

exercised to sec, that the ehildren's participation is intelligent, not merely

passive. and their response thoughtful and not glib. .

. cENERAL AIMS.

1. To promote love of and joy in *music.

2. To develop is preference for good Music. which eon came only through

acquaintance with it.

SPECIFIC AIMS.

1. To. encourage pleasure in singing.,

2. To gain poise and bodily control through rhythm anti dance.

3. To grow In power to originate songs and dunces.

-I. To become conscious of the fundamentala of music, melody. and rhythm,

and their component parts, pitch, PUP*, and the duration within

pulse.
62 A KINDERGARTEN-FIRST-GRADE CURRICULUNt,

METiton.

Ailjnee to the general aims will be seen in the plan of work to carry

ant the specific a itns. 'These will In taken up in the order named.

Singing for pleasure involves the learning by rote of good songs and singing them witirclear true tones. in voices soft enotfgh to be ,sweet in quality,

but loud enough to be clear and nut breathy. About lit minutes a day for this

work is advisable. The songs sung should be of a lively nature, should have

it merry and childlike mood. or tell a simple story. Children brought up on

Mother Goose in kindergarten may not need it here: to children without kindergarten toperience it is as good beginning Material us can- be found. Elliot's

music is perhaps the hest, but he has some very crollitalde folbwers. Si

if the folk settings are good. as "The Fairy Ship." " Lavender Win.," " I liad

a Little Nut Tree. Folk songs of a lively humor are excellent: There should

14 a very guarded use of Lint tint- songs. They seldom give the child's real point,

' of approach and are likely to he either oversew itticntal or of such subtle humor

that they are beyond immature appreciation. The expression of an experire

either in one's own language or that of another tends to fix the experience, and

for this reason,seasitnal songs have a real artisti value. If a Malt:: of the

falling leaves is selected, it should be of the merry and not of the retrospective

type. While children should not be asked t sing songs they dislike, the

tendency is to like the landing*. If children ti.P1- given tulliocre' Material, they

are thereby taught to love it. "Sprightly song's:are to be found in the Pro.

gressive Music Series and in the Juni.a. I.:-tfi=el Songs.

'Volk rhythms are iliselissell elsewhere. 'In the opinion of many the rhythms

are a little too 11 'I: ell to sectire perfect rest a Ise, which their beauty

depends. from the 6 7 year old children. Simple skipping. skip-hopping, and

running steps combined n figures after the fashion of the old quadrilles, hut

less formal, will he found more within the children's power to' do well. and

will give suggestions. for original work.

There are many simph combinations in the old square, and contra dances

width tatty he moditicsi and recombined by teacher or children to great advao-

'tage. The little. ligifes are rhythmic, but the .rhythms tire not exacting as

theclap, clap, clap. and the stamp, stamp. stoop of the folk dance. This

kind of rhythmic work has it bettor effect on the Witcher as well as the children,

since it- calls for..-ingennity rather than memory, mill makes possible the use

of some 1110re beautiful rhythms than are found in the folk .dance eolleVions.

suet' as Tchaikowsky Hunaesque. the Nevin Gondolier!, the. Schubert Iimients

Musicale, rand HMI** lovely glIv4ttes, waltzes, and marches by staintlaril composers. Another fiirto of original latisic expression used to advantage by .mItny

teachers is the 611count:ring the children to !isn't' to as melody and Interprets

its messuge to themselves in an original fiance. Some beautiful work has been

done In this line. While it lacks the social advantages of the dances iteil,

it has distinct merits in individotal expression. If the work is to be educative

care rnttst he taken that children work with a distinct hien. and do not merely

copy the fitetts of a more gif teed child.

The composing by the children ,of little song sentences. both words and

melody, has been siicestsfully carited. on by ninny teachers and is ,highly

recommended.; The host Work will he. Trim' when the motivation. Is strong,

Hitch- as the deed for special musical expression for a particular occasion, or

when the emotional glow of some happy experience is at its height,. such as a new gift, a new baby, or going on a picnic,

The ,fortnal side of mush. tenehing is ntori!,iliffictilt to.handle. Care must

1* taken not to 'ga too fast:toilqhe children and not to nag flit4n.
MUSIC. 63

interest is lost Ii' they are given too difficult work, or by going too slowly.

An effort should he 'tattle to encourage intelligent appreciation. Without the

love of niusie the Understanding is nothing.

High and low tones are so e%-itient to adults that it is difficult for theta to

realize that children do not naturally recognize them as suck but, are quite

inclined to reverse their names as not. ff a group of 1:2 musical ehildren who

hall been in kindergarten a year. and eight. vveeks in the first grade, only one

recognized that two t: tones played on the iano-a second apart were the sit WI

pitch. Before children' are taught the stall. the signature, anti thin, values the

teacher must. make sure that they. hear the difference between long mid short

beats and high and low haws.

For basal iii,aterial in formai. musk %vvr1;, Calvin B. " Music duction.- Part II, which vonNtitis a tntither 4,,f (Tanning song sentences or tiny

tollect ion of sole.: shteoes %in st.rve.

The children will learn to sing a solig seutenee. for example,

4-2

111 The teacher will tap it correctly, or mark with short .rityt tunic strokes on tlie

-1.iackhoard. a stroke or tap for each separate sound, the length of stroke varying

:.011111114 1 the lent:III of beat. its

Tile next -ong sentences learned will in of %ery different rhStlitu-:.

IN ill all 1111111111111111111 1,71111 I

a. ram:arm rim PIMP MI JIM mill NM 11111111111=1 I I MEI I

2111MIllirAil111111.01111111111WEN 11111.1101111111111

These pat in st rolies Will Jul

AMMO. 1

The viiildren %rill learn to slisitignish

11111 il 1111. (*all 11a1111. 4111'11 1110114.1114. as 01111 in 111111 tart fur 1.11111 0110r

10 distin>atish.. The littler feat is notch the harder. .lt dozen of those s.11u

renteuers Will nrOlildY stillice to .ice of difft%rence

()I tune length. ,Jut the teacher can not he sure of a child's knowledge utiles,:

he an give it to her, therefore the need.of having him tap. Blackboard strokes

will be beyond him Aur they are only valuable when rhythmically darihed, and

the ti NI -grade chilli's lolfikhourd technique is not sufficiently autOntittle.

of this kind should 'he given more or less frequently for the first three months,

and less frequently as the year passeti. 'Obey should never be allowed to bevolne

a bore. Boredom Is death to testitetie appreciation.

-;

1.
64 A KINDERGARTEN-FIRST=GRADE CURRICITLUNf.

Meanwhile the recognitittn of difference In pitch receives attention.- The

teacher sines mo, tones an ()Olive or a sixth mom; the children tell which k

the hightl or the lower. As the power to hear ditTereni'e of pitch increases, the.

bales ;:iveri are nen rer 0,t.',0111.1"4. thirds, se(.0011s, ehroomtics, and primes. Ttiree

tones a;4 44ell as two sbofild be given, with the toile asked for (themfiiehest or.

!owe :4 t sometimes in first. in second, and in third place. Ni'ith this exercise

should eo a little drill of pointing. in the air and blitekistard writing. The

leacher sines two ( Inter three, then. four) tones. The children point them as

,snne and virile them In dashes on the blackboard.. Thi% teacher A11.11111 insist

at the beginnine thnt the dashes be written from lefft to rieht in 'order 'sung.

If she sto:z. I lob .eel MC% the child should %%rite

.111/10

.111

The next Step, which pro1.,111ti x%111.114,1 he taken for a Week or two, will hl

III sinL Nt itlt the children where the tones are far

apart, the best perhaps being a Fly 'high toy kite and touch the sky. ° The teacher litees a dash_ Itpon the blackbottrd. "'rids mark say `Fly,' wta

shall I write 'high'? Will it higher or lower than 'fly *Th chilarn

hear that it is higher, then the teacher takes the next tone, ;Uhl the song

sentence is writo.il

-., 4=111. ===I

=11110 No attempt is made to indicate the rhythm or the relative distance I).tween

tones. It is enough If.at first the children recognize:bittlier and lower. When

te children can distinguish without much hesitation, attention...1m be called to

the sintilitrity of p-Itelt .of " touch ". and "my," and of "kite and" and "tile."

Similar situations will be observed n other suing sentences.

So far the work of about n half year has been covered. The c'ildren have

flit' basis of the two funolitmental needs of writtiqt lauSle---t hue and pitch. 'I'L 11ov, was for many hundred years entllent to slop here. To !mike definite what

' the children have learnevl, the syllithles may Ire lattglit: At first the

children learn merely that.this is :mother way to sine the sung sentence. %Viler)

the syllnars.liave been learned, it is ellSY,t0 call attention to the fit.ct that doh

is always the same scale Tune, as indeed are the others. This will help ti great

deal in the. blackboard writing of high and low.

In beginning the staff work the teacher will take the song sentence, " t:ently

rocks iny pretty boat," find, proceed as folloWs;

. NVe will draw the line for dolt. 911(. :11,..vf it Will he re, Now let us'

writethe song

/

.. . t;ently rocks nay 'pretty boat.. . Suppose 'we write " [lop, hop, hop, hop my froggy hop." 'We will have to add a

. line for .mi and another for sol

!

1

I

HoP, hop, WV, hulk 114 krOggY 7110P
wafsw. 65

In the matter of time there may he greater difficulty. Time coneeption is a

:stumbling block, as many tunic teachers swig testify. Hitherto all the sounds

of our song 'sentences have been tapped; now the elillAren .111 tap only the

accented ones. These may be §trotrod on the blackbotted, tie accompanying

'syllables being written under the strokes.

We will call notes oar and the othersT two or two and three

1 1 - 1 2 1 ;ciitly rocks my /fret t' boat.

and

Fly 'high my kite anti touch the sks!

2 1 2 1 2 1 2 1 ns draw a bar before every number 1. From this the children can be

led lo see that the drawing of the line does away with the need of numbering

the tirst or invented hunt. In the song sentence or the leaves, " Whirling and

twirling I slid!' on the grotoal," wr easily feel the three beats instead of twO.

1 '2 S . 1 2 3 1 2 3 1 Whirl-- big mid twirl ing i spin on the groursi and the mennim: or the ounibors :it heultaling of each sung is mile clear. Itut though the number of heats in h measure is always the shine, the manlier

,/ IMO'S onus vary. SO We Nt'iii.Slady such songs as

. Hop. hop. hop, hop my froggy, hop.

liot cross buns, tint crony buns. one.n.pl.ttuy. two a penny, but cross buns. In these We !Hive theqpiarter. half, and eighth notes, nail the division of time

.unitS man be understood. Seale lliellS11/1s 11:1VI. two t011eS, stiti!e only one, statue

furor. attilsthne ehild, yet all 'are given the same measure of time. The children.

rail See ailit te...t hie re is n need fur some method of distinguishing the length of time a note Mast held. and learn of 014% half, quarter, and eighth

notes.

With thi4 work will go practice of reading front the blackboard staff groups

.4 notes. not More than fear Iii tl new melody, but the familiar melotlies of song siqitences may he entirely written out.

This amount of Work in the technique will belkanol to be as touch as the first grade eon raver. pule441, the teacher need not be disciairitged if the children do not go quite so far. The iniprtant'thing is that the children shall he intelligent about. the technique its fns as they Igo go, that they can hear difference in

pitch and rhythm beforc't hey are asked to reognize Own' in print.

AlTAINMEATs,

Ify these methods it is hoped that the following. results will he achieved: Ittiuh.N, ilet-emit tuatc.-__Intotion, apireviatioh of the fundamental of musk; interest inall things musical; a preference for what is best in music

front the immature standpoint. The appeal. that popular musie maim; to chil- dren outside of school should be counteracted by supplying them in school by !lush' that is full of color and meaning. Nothing has been said finis far concerning the appredation that minus front listening to Mush'. While some .snecessfUl work haft !Well done with young children In this line, their delight

is developed in a greater degree through participation than through passive. listening. It Is fur this reason' that a " listeningperiod " haft not been included.

900951":22----13
66 A KINDERttARTEN-FIRST -GRADE CURRICULUM.

Habits, children will be tilde to sing sweetly and clearly. They will have acquired the ability: to. distinguish differences and Atnpunt of differ-

, eaves in vitelt, rhythm, and duration, and to indicate these. ilifferences crudely.

They will km ' the reasons rather 'than the rules for the staff, signatu're,

nt)ti.. The; will have greater bodily poise' and control.

Kilmriedi/e- The Children will illmv many 1:4)4,41 songs of both modern nod

folk variety, will he 11(4111111111ell many of the Illore rhythmic products of

the masters. They will rrmatize mime of (lie twiny moods that ftinsie enty

express and will appreciate Hie appropriateness of these expressions for specific

tot1.is4115

111111.1mIL11.11Y. ti A ad) al V in It. NI USie edaeatioil an mit lin,. C111411)...., Cu.. 1110:t.

^1-.th,%%.,11t, 1Anctitimt .1nri,an

Pluto. 2t1s p.

11.fer, 10144. Iltildrn*, singing games. old 'Ito] tiw. fte. oil. Chicago. IF,I;lict 191.1. ------ Steak: for Hie child world. Yola. '1 and Chirago,ttl!. 1, Sunnily Co., 19112. - iNTHInr folk games alai 11;inal.:;in,' 1111 1. w. (m. Th,. 1011,, of nm.h. In The NItisi, :41 Nltrilor. May, 1917. (Menke Monitor Pelt. Co.. New York, N. 1' Parker, Ilora t to. anti others. Teachers tettiontl. I. for he. -'2,1 and 3.1 f.trailes

Boston. Slher 1tunlett ('o.. 119191. all, prt<ressive

T.0 lor, David Clark. The in,lotlic tnet41.1 mnusle. Nw York. Mat,iillan

1914. 171 p. 40.

41'

MN/

L

O