The mirror. (Stillwater, Minn.) 1894-1925, 1907-06-27

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while the little ones were given pat
terms from which to cut small light |
houses and keepers houses, the doors
and windows being cut out or painted.
When these were finished the children
went to the sandbox which generally
stood at one side of the room and
were directed how to build rocky
shore, to plant trees in the sand, to ar.
range the lighthouse 80 the light might
be seen by the mariners as they were
sailing by, and to place boats on the
shore to be used by the lighthouse
keeper In case of wrecks.
In the second grade, stories of jap
anese life were illustrated by number
of small Japanese sunshades. When
asked how they were made the young
ster would answer something like this:
First, we draw circle, then We wet it
all over with water; we put in the red
around the edge, the little colored fiow-
ers and the green leaves; then We cut
out little piece and paste the edges
together. We take piece of rattan
and shave the little pieces down at the
top and put the stick right thru the
center of the circle and our sunshade
is complete. In this room round looms
of cardboard had holes punched in
the center and at regular intervals
around the edge; these were used to
make mats in simple over and under
weave of one or two colors. For the
Puritans, little villages were built,
while the Indians had camps pictured
on the blackboard. These illustrations
were attractive to the children who
took keen interest in any realistic pro-
ductions.
The next class had Holland for q
subject: blackboard sketches were
made representing Dutch windmill
wooden shoes, milk cans, water pals
and other articles used in that country
On a table were Japanese lanterns, the
process of their manufacture and orna
mentation was clearly explained by &
pupil of some higher grade who as
sisted the teacher in his or her work
In the fourth grade, wooden rugs
snail hammocks and bags were com
menced. The hammocks were wovel
over heavy pieces of cardboard a
: there were no looms of proper size t.
. be had. Wooden needles or shuttle
= were whitfield by the boys of the high
er grade when they were needed b.
the smaller children for their work.
= Now we come to the fifth grade
Here decided advance is seen in tn
- character of the work, for the children
= who have passed thru the precedin
:. four grades, have now attained tn
= mature age of eleven years, and ar
= provided with glass, pictures whic
g they themselves select, and mats 9
- many colors. Line designs or simpl
- figures were now painted on the mat'
: when this was finished the work Wa
= passepartouted. The writer remen
= bers distinctly that this grade We
, considered the most difficult of all, fl
20 1t was considered very important ths
= the scholar be impressed with tt
ir knowledge of proper tones and color
Ia and this knowledge, is what appeare
is to many of us as very hard thing
20 grasp. Book covers for school wor
ID letter cases, postal card holders and
"A few other productions were made by Il
40 members of this class.
- In the sixth grade designs were pr
- pared for metal and leather wor
:, There were cushions of raffia, denim
burlap made, the latter often bell
es decorated in two-tone colors. Befo
,r. the work was begun its purpose W
,r- stated and suitable plans and drawin
to of the subject were made by the pupi
w The highest or seventh grade whi
fe fthe pupil now enters completes /
fa course at this school. Here he max
nj specimens of cardboard, reed, raft
de leather and metal work, Of which t
,es following are few samples: Wast
he baskets, match boxes, calendar tol
ys trays, bags, candlesticks, covers I
,st books and small rugs.
re, One Of the many interesting featul
ed of the three higher classes was th