Gloucester County Democrat., 1909-04-22


The bulletinboard in its construction
gives the children much pleasure. and
is a work that keeps the subject of
discussion continually in mind. The
children can be led to bring pictures
and postal cards, and we ourselves
are constantly adding to the store.
The advertising pages of magazines,
old pamphlets, papers and circulars
are our sources of supply.
Paper cutting is fine incentive to
a child to do, to make. The child
learns by doing. We desire to edu-
cate the hand, the head, the heart. All
of us know that children love to cut,
and that they can by practice learn
to use scissors more of less skillfully,
but just how that practice, especially
in its first steps, should be given them
was to me a question for long time
First, | teach the little ones, who do
not know how, to hold and handle
scissors, and after this they need much
experience before their work brings
any sort of definite result. | start
with free-hand cutting, but the chill
dren cut so crudely that they are un-
able to get much satisfaction out of
their efforts. They need some incen-
tive to keep on until acquired skill
brings pleasure in it's exercise.
A plan for Paper Cutting" for the
smallest children was given in one of
the primary papers. This plan, with
a few changes, l have followed with
some success. 1t was suggested first
that free-hand Gu tting be given to
bring out the child's inventive quail
ties, and to enable him to discern his
own limitations. Would suggest
fringed towels, table cloths, shawls
and similar things, as beginning
Second, cut pictures with straight
edges. Third, cut pictures with curv-
ed edges. Fourth, Cutting on folded
lines. Fifth, on drawn lines. Sixth,
cutting from drawn pictures or very
simple objects. Seventh, cutting from
objects themselves. Eighth, free-hand
drawing.
We made kitchen, by using large
piece of Manila paper with the two
outside edges folded in to form doors.
The children cut stoves, cupboard,
cooking utensils, etc. A dining room
and store house were made, in a
similar manner. We made the shoe
makers shop, and brownies. illustrat-
ing the story of Elves and Shoe
maker" Barn with horse, man and
wagon, Ind ians. wigwams, arrows and
canoes. Some of these ideas are ori-
!.ginal, others are found IN the primary
publication.
Games of Play, Jean Paul says is the
child's first poetry. To teach by play
is not to spare the childs exertion,
but to awaken in him passion, which
forces on him and renders easy the
strongest effort. Some one has said
| primary teachers need as much talent
and skill in the selection of proper
games for the children, as in any
other service they are called to per-
| form. There are many good games,
however, set to good music, and with
simple and child-like words, which
deal with appropriate subjects. There
are many nature games, to initiate
/ the weather-cock, beckon the chickens,
mimic the fish in the brook, sing of
the moon and stars, portray the life
of the farmer. 1t is we'll to devote
some time to these games which quick
| en- the SenSeS,- touch, sight, hearing.
taste and smell.
Then are the trade games, initiating
the shoemaker, the weaver, and the
carpenters life, bringing in the saw
ing, filing, pounding and building.
And charming weeks can be enjoyed
with the brook, Fl shes, bridges, the
miller and the mill-wheel game.
In illustration, the smelling game
| is q favorite in the spring. The chill
dren form a ring, placing the right
hand over the eyes. One child stands
in the centre of the ring. holds the
flower close TO each chi1d's face, after
| the song the child guessing the name
of the flower by its fragrance receives
the flower as a reward. The words
of the song run something like this:
There's a flower in my hand,
Can YOU tell what it may be?
But | hope you understand
You may smell but you cannot see.
II you say the proper name,
Guessing by the scent alone
You sweet reward may claim,
For the flower shall be your own.
We select only familiar flowers.
When possible let the games be chos-
en- with reference to the particular oc-
casion, the season of the year. the holi-
day, and the development of the
child. This is play to us, but to the
child it is the deepest reality, for play
is at once his life, and his lesson, his
work and himself. He is learning
his kinship with nature, finding out
that we and they are his children,
"One family here" and learning his
studies and responsibilities toward the
family.
| Songs. Goethe says Music should
be the centre and starting point of
education. Our songs express the
thought in poetic words, harmonious
melody and fitting motions, appealing
thus to the thought, feeling and ac-
tivity of the child" Some one has said
learning to sing well is the best pos
sible mean of learning to speak well,so
that no time is wasted spent on sing
ing in the primary grade. We may
not all be skilled in voice culture, but
we do all know that nothing indicates
so clearly gentle manners, true cul-
Eture and refinement as a sweet, we'll
tuned voice. So If we are not able to
do what we ought to with music, we